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LANGUAGE AND LEARNING DISORDERS, image, image, REFERENCES, Carolina R.…
LANGUAGE AND LEARNING DISORDERS
Language
Is a means of communication
Conventional system of arbitrary symbols, combined systematically to store and exchange information.
Language development
Before children begin to speak, they use their eyes, facial expressions, and gestures to communicate with others.
In their first months of life they learn the sounds of their native language.
There are two phases of language development:
Prelinguistic phase
with vocalization of sounds but without words, until the 11-12 month of life.
Language phase
when babies begin to pronounce simple but meaningful words.
Language Acquisition
Pragmatic
Communicative use of language in a social context.
Phonological
Perception and production of sounds to form words.
Semantics
Processing of meaning
Grammatical
Use of syntactic and morphological rules to combine words in meaningful sentences.
Biological aspects of language
3 months:
cooing and gurgling.
6 months:
babbling.
12 months:
first words
18 months:
knows 5 to 40 words
2 years
: 150-300 words, 2-3 word sentences
3 years:
900-1000 words, asks short questions
4 years:
2000 words, 5+ word sentences.
Etiology of oral and written language disorders
Speech involves
Articulation
Resonance
Voice
Fluency/rhythm
Prosody
The etiology of language and learning disorders.
Include organic
Intellectual
Cognitive
Emotional factors
Learning disabilities
Mental retardation, emotional disorders, sensory / motor disorders
Language and epilepsy
The most frequent disorders observed in epileptic people are:
Developmental dysphasia associated with epilepsy
Acute aphasia
Transient dysfunction of cognitive function.
Acquired epileptiform aphasia
Speech impairment and auditory agnosia, disorders are also observed, including autistic traits.
Language and autism
In autism they are affected
Understanding and pragmatics
Aberrant prosody
Inappropriate repetition of a statement
Speech delays
Communication
Stereotyped
Social problem interaction
Restricted and / or unusual interests
Inability to decode auditory language
Lack of response to questions
Pronoun inversion and incoherent speech
Intervention in children with speech disorders
The evaluation should include cognitive and emotional aspects, which may or may not indicate the severity of the disorder.
The importance of the first three years of life for the development of the human brain.
The types of therapy include
Speech therapy
Phonetic and phonological deviations
Voice therapy
Dysphonia
Oral motor therapy
Respiration and mobility of phonoarticulatory organs
Written language therapy
Dyslexia, spelling, and dysgraphia
Children can gain interest through language and motivation
Breastfeeding, properly textured foods, elimination of thumb sucking or pacifiers facilitate speech development
Learning
According to constructivism, learning is construction
Normal development
Normal reading occurs in two phases:
The graphic stimulus is processed visually.
Linguistic processing where the letters are turned into sounds and then the words are read as their meaning through the lexical path.
Neurobiological aspects
Occipital region
is responsible for processing graphic symbols.
Parietal lobe
are responsible for the visuospatial aspects of writing.
Wernicke area
processes Information is recognized and decoded.
Hemispheric asymmetry produces an atypical organization of the right hemisphere in dyslexic children and adolescents.
Written language disorders in childhood
Learning disabilities is the abnormal development of reading and writing, and logic and math, thinking, and may be associated with oral language disability.
Dyslexia
Dyslexia is a learning disability characterized by specific reading and writing difficulties.
Developmental dyslexia
refers to reading and writing disorders.
Acquired dyslexia
reading and writing skills are lost due to brain damage.
Peripheral dyslexias;
the visual perception system is compromised, and understanding of what has been read is then hampered. they are subdivided into attention, neglect, and pure dyslexia.
Central dyslexias;
the conversion from letter to sound is impaired. They are subdivided into phonological, superficial and deep dyslexia.
Dyslexic children have hearing and visual disorders related to spatial orientation.
Interventions
The treatment of children with written language disabilities is the direct approach to reading skills, combined with activities related to phonological processing.
Stories, readings, games, letter games, drawings, read labels, advertisements.
REFERENCES
Carolina R. Schirmer, D. R. (2004). Language and learning disorders.
Jornal de Pediatria.
