What is a Language-Based Learning Disability?
Language-based learning disability (LBLD) refers to a spectrum of difficulties related to the understanding and use of both spoken and written language. LBLD results from biological differences in the way an individual’s brain functions. The number and severity of difficulties individuals with LBLD experience vary widely. For instance, one person may have difficulty sounding out words for reading or spelling, but no difficulty with oral expression or listening comprehension. Another person may experience difficulty with all three. Language skills are categorized into three interrelated areas — receptive language, oral and written expressive language, and decoding/encoding. Language-Based Learning Disability falls into the federal government's category, specific learning disability.

What is a "specific learning disability"?
According to the current federal definition, a specific learning disability means a disorder in one or more of the basic psychological processes involved in understanding or using spoken or written language. It may result in an imperfect ability to listen, speak, read, write, spell or do mathematical calculations. Disabilities in these areas often coexist and can be accompanied by emotional, social and behavioral disorders, including attention-deficit disorder, though these accompanying conditions cannot be the primary cause of the learning disability. Specific learning disabilities include: dyslexia, dyscalculia, dysgraphia, dyspraxia, auditory processing disorder, and visual processing disorder.¹ The term "specific learning disability" does not include learning problems that are primarily the result of visual, hearing, or motor disabilities, of mental retardation, of emotional disturbance, or of environmental, cultural, or economic disadvantage.

How common are learning disabilities?
The U.S. Department of Education reports that in 1999-2000 at least 5% of all children enrolled in public schools are affected by learning disabilities. 2.9 million children are being served under the Individuals with Disabilities in Education Act (IDEA), and of these, 51% who receive services are identified as having learning disabilities. This number reflects a 34% increase in the same category over a nine-year period.² With remediation, students with learning disabilities can and do excel academically and in life. Without remediation, however, they rarely become effective learners. The impact of our nation's failure to provide appropriate services for this growing segment of students is enormous. For example, 27% percent of youth with learning disabilities dropped out of high school as compared to the national dropout rate of 5% for the year 1999-2000.³

¹<www.ncld.org/LDInfoZone/InfoZone_FactSheet_LD_QuickLook.cfm>, December 12, 2003.
²23rd Annual Report to Congress on the Implementation of IDEA.
³23rd Annual Report to Congress on the Implementation of IDEA.

What causes a learning disability?
No one knows exactly what causes a learning disability, but advances in science have shown us that there is clear evidence that the brain works differently in people with learning disabilities. Additionally, with advances in magnetic resonance imagery techniques (MRI), researchers have found that with proper remediation, the brain structure of people with dyslexia can be changed so that they approach literacy tasks with greatly increased efficiency. Shaywitz, Sally, M.D., (2003) Overcoming Dyslexia: A New and Complete Science-Based Program for Overcoming Reading Problems at Any Level. Knopf.

How is a learning disability usually diagnosed?
Often, learning disabilities can be recognized very early-even before a child starts school-if parents and teachers are conscious of some of the signals. It is extremely important to recognize learning problems early on so that children can get the appropriate help. See the link on the Landmark Outreach website about early warning signs of a learning disability. When parents and/or teachers think a learning disability may be present, the child is usually scheduled for an evaluation. There are a variety of evaluations that can be done, all of which are very different. For example, an "educational evaluation" and a "neuropsychological evaluation" examine quite different aspects of a child's functioning.

An education evaluation is usually done by special education personnel at a school. It assesses a child's academic functioning in several areas including reading, spelling, vocabulary, written expression and math and can highlight academic strengths and/or weaknesses. A neuropsychological evaluation is far more comprehensive. This type of evaluation is done by a licensed neuropsychologist, and it assesses a child's functioning across a broad range of fields. In a neuropsychological evaluation, a battery of tests are administered and interpreted along with information gained from those who work with the person being evaluated. Tests include a Wechsler intelligence test (known as the IQ test) as well as various tests of skills mastery. These tests are "normed." That is, once the child has completed the test, his or her scores can be compared to the scores of children across the country according to developmental age. Thus, a score may be reported as a percentile rank that indicates where the child stands in relation to all the other children of similar age who took the test. So, if Sarah scores in the 37th percentile for her processing speed, this means that 63% of the children of the same age who took this same test scored better than Sarah did. A neuropsychologist is generally looking at a child's performance in terms of the following categories: cognitive potential; social/emotional development; language; rate; information processing; memory; attention; executive functioning; metacognition; motor development; and acquisition of language-based academic skills.

How can children with learning disabilities be helped?
All research indicates that children with learning disabilities require direct remediation in their areas of difficulty. They do not outgrow their learning difficulties, and they do not acquire appropriate skills by osmosis. This means, for example, that a child who has difficulty reading text will always have difficulty reading text unless s/he receives appropriate and effective remediation that retrains the brain to approach the language task of decoding in a more efficient way.

Often, educators discuss the terms "accommodations" and "modifications". Although accommodations and modifications can allow children to participate successfully in their classes, they are not the same as remediation. It is only with remediation that a child with a learning disability can begin to overcome his or her skills deficits.

An "accommodation" is something a classroom teacher does to enable a student to complete a task successfully; it does not mean changing the amount or the ability level of the work required. Allowing a child to use a pencil-grip to increase the legibility of handwriting is an accommodation, as is providing texts in larger or clearer fonts. A "modification" is also something a teacher does to enable a student to complete a task successfully; however, a "modification" does mean that one or more changes are made to the amount or ability level of the work required. Assigning a child five math problems instead of ten is a modification, as is providing a different type of exam to the child with a learning disability. Finally, "remediation" means focusing directly on the skill with which the child has difficulty and teaching him or her to perform that skill efficiently and successfully.

What services are available for children with learning disabilities?
Many services are available for children with learning disabilities. Under the federal law, the Individuals with Disabilities Education Act (IDEA), a child with a diagnosed learning disability has the right to receive a free and appropriate education. In addition, each state may also have its own regulations and policies regarding services for children with learning disabilities. Information on these is generally available through the state's department of education. In public schools, children with learning disabilities currently receive services from special education teachers who are trained to help them become more successful in the classroom. In addition to services provided by the public school system, many children with learning disabilities are tutored after-school and/or during the summer. Sometimes, when this level of support is not enough to help them learn successfully, a placement in an independent school dedicated to serving students with learning disabilities becomes an option.

Where does one go for help or more information?
In addition to information available through the special education departments in the schools, and from pediatricians and neuropsychologists, there are a multitude of books, videos and websites that focus on learning disabilities. Visit Recommended Reading to view a list of recommended resources for information on language-based learning disabilities.

Please also view the Landmark School Outreach & Publications website for more information.