Language-based learning and reading disabilities in Japan

Abstract

Most children with learning disabilities (LD) have deficits primarily involving language, including abilities such as reading, writing and comprehension. The term "language-based learning disabilities" (LLD) emphasizes not only the fact that the LD children's learning in many academic areas is affected by these language deficits, but also the new trend that speech language pathologists have a role in working with LLD children. In study 1, five boys with LLD, who were clinically identified, were compared with fifty normally developing (ND) children in terms of reading level and phonological processing abilities. The LLD boys scored significantly worse in word identification, kana spelling, syllable deletion and kana matrix completion than the ND children. These results indicated that their problems appear even in kana decoding, and that their disabilities might be based on phonological processing deficits. In study 2, a screening test focused on kana decoding was developed and administered to eighty 2nd-grade students. Four out of ten students whose test scores were 2 standard deviations below the mean were identified as having LLD. These four students, however, showed difficulties in different areas, even using a simple model of reading, consisting of decoding and comprehension, to interpret the test results. Clinical implications for assessment and treatment of children with LLD are discussed based on the subtypes.