According to LDOnline Language-based learning disability (LBLD) refers to a spectrum of difficulties related to the understanding and use of spoken and written language. LBLD is a common cause of students' academic struggles because weak language skills impede comprehension and communication, which are the basis for most school activity.
Like all learning disabilities, LBLD results from a combination of neurobiological differences (variations in the way an individual's brain functions) and environmental factors (e.g., the learning setting, the type of instruction). The key to supporting students with LBLD is knowing how to adjust curriculum and instruction to ensure they develop proficient language and literacy skills. Most individuals with LBLD need instruction that is specialized, explicit, structured, and multisensory, as well as ongoing, guided practice aimed at remediating their specific areas of weakness.
LBLD can manifest as a wide variety of language difficulties with different levels of severity. One student may have difficulty sounding out words for reading or spelling but no difficulty with oral expression or listening comprehension. Another may struggle with all three. The spectrum of LBLD ranges from students who experience minor interferences that may be addressed in class to students who need specialized, individualized attention throughout the school day in order to develop fluent language skills.
The American Speech-Language-Hearing Association website states: "Language-based learning disabilities are problems with age-appropriate reading, spelling, and/or writing. This disorder is not about how smart a person is. Most people diagnosed with learning disabilities have average to superior intelligence."
Dyslexia
According to the 2002 definition as agreed on by a committee of researchers and the International Dyslexia Association (IDA) board members:
“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” (International Dyslexia Association, 2002)
Dysgraphia
According to LDOnline, dysgraphia is a learning disability that affects writing abilities. It can manifest itself as difficulties with spelling, poor handwriting and trouble putting thoughts on paper. Because writing requires a complex set of motor and information processing skills, saying a student has dysgraphia is not sufficient. A student with disorders in written expression will benefit from specific accommodations in the learning environment, as well as additional practice learning the skills required to be an accomplished writer.
Dyscalculia
According to the Child Mind Institute, dyscalculia is a learning disability that affects a child’s ability to understand, learn, and perform math and number-based operations. It is possible for students with other types of learning differences to also struggle with math. Not all students that struggle in math are identified with dyscalculia. Other learning processing difficulties can cause math difficulties, as well.
According to Landmark School, the broader umbrella term, Specific Learning Disability (SLD), does encompass difficulty in reading, writing, and math. School settings may use the terminology “Specific Learning Disability” to identify a student needing academic intervention and support services.
At Engage the Brain, we can assist students with Specific Learning Disabilities develop their skills in reading, writing, and/or math.