Language delay, assimilation of the text and learning disabilities

Abstract

Research on the Learning Disability of the Written Language and its relationship with Language Delays have been mainly focused on the impact generated in Reading Fluency and Writing. The current investigations emphasize the need to study in depth the most specific relation that there take the different linguistic components delayed as regards the reading comprehension as its possible implication in the Difficulties of Learning. We present a study of 120 children - divided in two groups of ages understood between 6 to 10 years and 11 to 15 years - with semantic and/or syntactic linguistic difficulties of verifying how the different nature of the linguistic debts influences both the comprehensive reading of the written text, and the possible cognitive strategies used for its assimilation and later learning. The results show the significant relation between the Debts of the Language and the Difficulties in the Reading Comprehension between 6 and 10 years and that, also, the different cognitive processes used in the comprehensive reading depends on the nature of the backward linguistic component. Equally, we observe that the difficulties in the written expression are related to the proper nature and type of the expressive linguistic delay. We consider opportune to study in depth the knowledge of the different syntactic structures, as well as of the level of acquisition of the vocabulary, and its implication in the Difficulties of Learning presented during the stage of Primary education, to prevent, as far as possible, the defeat and school abandonment produced during the stage of Secondary.