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October 1, 2014 / 7 Tishri, 5775
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Language Based Learning Disability: Not Just In The Classroom

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Children with auditory processing difficulty typically have normal hearing and intelligence. However, they have also been observed to:

  • Have trouble paying attention to and remembering information presented orally
  • Have problems carrying out multi-step directions
  • Have poor listening skills
  • Need more time to process information
  • Have low academic performance
  • Have difficulty with reading, comprehension, spelling, and vocabulary

 

Outside the Classroom

Children with LBLD often experience a lot of trouble academically, but they also struggle socially. For some children, like those with auditory processing disorder, it is evident why they struggle socially. After all, if they need extra time to process information, they aren’t going to be able to easily chat with friends. With poor listening skills, they won’t be able to attend to a friend’s long story.

Children with dyslexia or dysgraphia frequently have problems in social relationships. Often, this is because they have difficulty reading social cues or because dyslexia affects oral language functioning. As both non-verbal and verbal language are essential for forming and maintaining relationships, children who struggle with reading are at a disadvantage socially as well. Additionally, without proper intervention, these children will fall farther and farther behind peer their own age.

Therefore, helping dyslexic or dysgraphic children gain confidence and skill in their reading or writing not only improves their test scores, but perhaps more importantly, builds their self-esteem. This increase in self-esteem can work wonders on the playground and in the home, promoting positive social interactions and explorations.

 

Getting Help

In a 1996 study, researchers claimed that the single best predictor of future cognitive skills and school performance was children’s early communication skills. Therefore, the earlier you notice an issue, the better. With early intervention, a little can go a long way – both in school and out.

About the Author: An acclaimed educator and education consultant, Mrs. Rifka Schonfeld has served the Jewish community for close to thirty years. She founded and directs the widely acclaimed educational program, SOS, servicing all grade levels in secular as well as Hebrew studies. A kriah and reading specialist, she has given dynamic workshops and has set up reading labs in many schools. In addition, she offers evaluations G.E.D. preparation,, social skills training and shidduch coaching, focusing on building self-esteem and self-awareness. She can be reached at 718-382-5437 or at rifkaschonfeld@verizon.net. Visit her on the web at rifkaschonfeldsos.com.


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2 Responses to “Language Based Learning Disability: Not Just In The Classroom”

  1. Autistic spectrum disorder often overlaps with a diagnosis of other ‘hidden’ disabilities, including also ADHD and dyspraxia.

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