Characteristics of Students with Language Learning Disabilities
Gough and colleagues (1986, 1990) defined the Simple View of Reading as the ability to decode written words into linguistic units that could be comprehended (Catts & Hogan, 2003). Catts and Hogan stated, “While this is an oversimplified view of reading, it has been useful in directing researchers and educators to the locus of reading problems” (p. 226). Based on this view, Catts and Kamhi (2005) created four subtypes of language based reading disabilities, which included students with language learning disabilities. According to their definition, students who demonstrate deficits in both word recognition and listening comprehension are diagnosed with a language learning disability (LLD) (Catts & Kamhi). The language deficits exhibited by students with LLD are characterized by weaknesses in vocabulary, syntax, morphology, and/or text-level processing (Catts & Kamhi; Westby, 2005). Difficulties with metacognition were also reported to be present in students with language learning difficulties, which affects listening and reading comprehension (Westby). These definitions suggested that students with language learning difficulties have language deficits that impact their ability to comprehend spoken and written information in the classroom setting. This indicated that students with LLD require direct instruction in the areas of metacognition, language, and listening and reading comprehension. Therefore, speech-language pathologists need to be aware of the treatment approaches and best practices that are available to adequately service students with LLD so the students can learn strategies and apply them independently to academic tasks.