Translating Interdisciplinary Research on Language Learning into Identifying Specific Learning Disabilities in Verbally Gifted and Average Children and Youth

• 作者: Elizabeth Sanders Robert D. Abbott Ruby Dawn Lyman Virginia W. Berninger
• 来源期刊: 行为与脑科学期刊(英文)
• 学科: 医学
• 关键词: Defining SPECIFIC LEARNING DISABILITIES (SLDs) Diagnosing SPECIFIC LEARNING DISABILITIES in Written LANGUAGE (SLDs-WL) Verbal GIFTEDNESS Multi-Component Working Memory ENDOPHENOTYPES LANGUAGE LEARNING Mechanism Translation Science for Diagnosis of SLDs
• 年，卷（期）: 2017,（6）
• 页码范围: 227-246
• 页数: 20页
• 分类号: R73

摘要

The current research was grounded in prior interdisciplinary research that showed cognitive ability (verbal ability for translating cognitions into oral language) and multiple-working memory endophenotypes (behavioral markers of genetic or brain bases of language learning) predict reading and writing achievement in students with and without specific learning disabilities in written language (SLDs-WL). Results largely replicated prior findings that verbally gifted with dyslexia score higher on reading and writing achievement than those with average verbal ability but not on endophenotypes. The current study extended that research by comparing those with and without SLDs-WL with assessed verbal ability held constant. The verbally gifted without SLDs-WL (n = 14) scored higher than the verbally gifted with SLDs-WL (n = 27) on six language skills (oral sentence construction, best and fastest handwriting in copying, single real word oral reading accuracy, oral pseudoword reading accuracy and rate) and four endophenotypes (orthographic and morphological coding, orthographic loop, and switching attention). The verbally average without SLDs-WL (n = 6) scored higher than the verbally average with SLDs-WL (n = 22) on four language skills (best and fastest hand-writing in copying, oral pseudoword reading accuracy and rate) and two endophenotypes (orthographic coding and orthographic loop). Implications of results for translating interdisciplinary research into flexible definitions for assessment and instruction to serve students with varying verbal abilities and language learning and endophenotype profiles are discussed along with directions for future research.