What are Language-Based Learning Disabilities?

Language-based learning disabilities are characterized by difficulties with age-appropriate reading, spelling, and/or writing. Language-based learning disabilities refer to the relationship between spoken and written language.

Children with language-based learning disabilities may have difficulty in:

  • expressing ideas clearly
  • learning new vocabulary
  • recalling numbers in sequence
  • comprehending what is read
  • learning words to songs
  • rhyming
  • learning the alphabet
  • identifying sound/letter associations

A child with language-based learning disabilities may have difficulty manipulating sounds in words.

Children with language-based learning disabilities are often diagnosed with dyslexia.

What is Dyslexia?

Dyslexia is NOT rare. It affects 10% to 20% of our population, up to 1 in 5 people. Below is a definition of dyslexia.

Student writing in a notebook
“Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.”

Adopted by the IDA Board of Directors, Nov. 12, 2002. This Definition is also used by the National Institute of Child Health and Human Development (NICHD). Many state education codes, including New Jersey, Ohio and Utah, have adopted this definition.

What Works Best According to Research

Research by the National Institute of Health has shown that “best practice” for an individual with dyslexia is to be instructed in reading and spelling in a way that is direct, explicit, and simultaneously multi-sensory.

The instruction must start with phonemic awareness instruction, followed by a systematic approach to phonics, both analytic and synthetic. It must also teach reading and spelling as related subjects with intense practice and constant weaving of the concepts taught.

Orton-Gillingham based systems are excellent at meeting these requirements. AZ Dyslexia Center Therapists are certified teachers who are trained in several Orton-Gillingham based systems.

Student winning Student of the Year award