Language-Processing Disabilities

Language-processing problems constitute the largest proportion of learning disabilities. These include hearing sounds and words, understanding meaning, remembering verbal content, and communicating clearly. 

The following are just a few examples:

Speech and Language Comprehension 

• modulation issues: speaks in monotone or too loud
• trouble recalling names of people or objects
• has slow or halting speech ("uh," "um," "you know")
• frequently mispronounces words
• uses poor grammar and simple sentences

Reading

• significant delays in learning to read
• problems associating letters with sounds
• reading very slowly
• poor comprehension 

Writing

• writing tasks are short or incomplete
• grammar problems
• non-phonetic spelling errors
• ideas not logically organized or presented

Math

• slow response during math fact drills (number retrieval)
• word problem challenges due to language comprehension
• problems with higher-level math due to analysis and logical reasoning difficulties

Related Problems

• difficulty with verbal reasoning, such as proverbs
• puns and jokes hard to understand
• trouble comparing and classifying
• difficulty remembering information or producing facts on demand

Effects
Students tend to process information more slowly than usual. Sometimes teachers move on when they feel a response is not forthcoming. Often these students may be considered unmotivated or lazy. Also, language-processing disabilities affect their thinking. Language (words) are necessary to name people, places and things. Social development is influenced with this disability as they struggle with speaking, so they become fearful, shy and withdrawn; some deal in the opposite manner and become bullies. Others prefer to spend time with younger kids, using simpler language.

Brain/Genetics
Word usage and comprehension is found in the left cerebral cortex. Inefficient neural "networking" can also result in processing issues. Some areas are underworked while others are handling too much. There also appears to be a genetic or heredity link with family members, as well. 

Support
The best way to intervene is with early recognition and appropriate and intense instruction. Special education is essential. They can use audio materials or simplified texts to handle the information overload. Extra time is often needed for tests and assignments. Test questions may need to be read to them. Teachers may need to speak slower and with simpler one-step instructions. Technology can assist in many ways with reading texts aloud, dictation, voice-to-text recognition, along with spelling and grammar checking. 

Future
Despite reading, writing or verbal problems, students with this language-processing disability can end up achieving amazing things, especially in professions that do not rely on advanced language skills: medical technology, architecture, finance, photography, engineering, mechanics, TV production, fine arts and computer programming, to name a few. The key thing is to maintain understanding and encouragement in order  to maintain their self-confidence and enthusiasm for learning. 

Source: Learning Disabilities: A to Z; Corinne Smith and Lisa Strick, 2010

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