Language-Based Learning Disabilities

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Abstract
The terms learning disability and perceptual disability are sometimes erroneously used as synonyms in special education settings. This misconception is briefly explored. The importance of understanding the relationship between language disability and learning disability is emphasized, and ideas for reading research with learning disabled children are introduced. Reading is considered throughout the discussion as a language-based process. The areas of comprehension strategies, clause boundaries, and the study of sentence-meaning processing are all suggested as newer, more dynamic ideas for research in developing a clearer understanding of language-based learning disabilities in children.

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