TITLE:
Translating Interdisciplinary Research on Language Learning into Identifying Specific Learning Disabilities in Verbally Gifted and Average Children and Youth
AUTHORS:
Ruby Dawn Lyman, Elizabeth Sanders, Robert D. Abbott, Virginia W. Berninger
KEYWORDS:
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
JOURNAL NAME:
Journal of Behavioral and Brain Science,
Vol.7 No.6,
June
16,
2017
ABSTRACT: 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.