[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-271975-105":59,"doc-detail-271975-en":134},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":127,"head_meta":129,"extra_data":131,"updated_unix":133},105,"en","supporting-students-with-language-based-learning-disorders","Supporting Students with Language-Based Learning Disorders","","This presentation, \"Supporting Students with Language-Based Learning Disorders,\" delivered at IECA Orlando on November 14th, focuses on optimal school and college placement for students facing such challenges. Presented by Carol Kinlan from McMillan, Howland & Spence and Kim Ross from Brewster Academy, the session aims to assist educators and parents in identifying and addressing language-based learning disorders. The presentation outlines a framework for screening, emphasizing four critical data points: the student, the parent, the teacher, and formal testing, to pinpoint the primary issue of concern. It delves into defining language-based learning disorders as significant delays in listening, speaking, reading, or writing, and further elaborates on specific conditions including dyslexia (affecting decoding and fluency), reading comprehension difficulties, communication disorders (both understanding and expression), dysgraphia (written expression), and dyscalculia (math disorders). The impact on learning is analyzed across input (symbol recognition, text comprehension), integration (interpretation, sequencing, memory, attention), storage (memory, attention, conceptual skills), and output (processing speed, motor skills, language). Finally, the presentation details the key components of a strong reader—speed, fluency, accuracy, and comprehension—and identifies critical areas of deficit, focusing on the importance of accurate word identification, appropriate reading rate for comprehension, smooth and automatic reading, and the ability to interpret meaning within syntax, while also touching upon the role of syntactical skills and pragmatics in language use.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/supporting-students-with-language-based-learning-disorders/271975/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/supporting-students-with-language-based-learning-disorders/271975.png","ImageObject",300,407,{"name":92,"@type":93},"Caleb Sterling","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-09-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What are language-based learning disorders defined as?","Question",{"text":112,"@type":113},"Language-based learning disorders are defined as a significant delay in areas such as listening, speaking, reading, or writing.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What are the four key data points for screening language-based learning disorders?",{"text":117,"@type":113},"The four key data points for screening are the student, the parent, the teacher, and the testing.",{"name":119,"@type":110,"acceptedAnswer":120},"What are some common language-based disorders mentioned in the presentation?",{"text":121,"@type":113},"Common language-based disorders include dyslexia, reading comprehension difficulties, communication disorders, dysgraphia, and dyscalculia.",{"name":123,"@type":110,"acceptedAnswer":124},"What are the four aspects of a strong reader identified in the presentation?",{"text":125,"@type":113},"The four aspects of a strong reader are speed, fluency, accuracy, and comprehension.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},271975,1789462554,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":143,"language":144,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":67,"update_tm":133,"read_time":148},962084925290,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Suppor&ng Students with Language-­‐Based  \nLearning Disorders  \nIECA Orlando 11/14  \nOp&mal School and College Placement  \nPresenters: Carol Kinlan, McMillan, Howland & Spence  \nKim Ross, Brewster Academy  \nScreening: Where’s the Problem?  \nLanguage-­‐Based Learning Disorders  \nDefined as a significant delay in areas of…  \nListening  \nSpeaking  \nReading  \nWriAng  \nFour Data Points  \n1. The student  \n2. The parent  \n3. The teacher  \n4. The tesAng  \nWhat is the Primary Issue of Concern?  \nLanguage-­‐Based Disorders  \n• Dyslexia (decoding/fluency)  \n• Reading comprehension (due to dyslexia/communicaAon)  \n• CommunicaAon disorders (understanding or expression informaAon)  \n• Dysgraphia (wriNen expression)  \n• Dyscalculia (math disorder)  \nThe Impact on Learning  \n• Input: Symbol recogniAon, syntax/text comprehension  \n– Reading and Language  \n• Integra&on: InterpretaAon, sequencing and incorporaAon  \n– Language, working/short memory, a6en7on/EF  \n• Storage: Short term memory incorporated with learned informaAon  \n-­‐-­‐ Memory, a6en7on/EF, conceptual skills  \n• Output: Speed and accuracy of how learned informaAon is reproduced  \n-­‐-­‐ Processing speed, graph motor dexterity, language skills  \nAspects of a Strong Reader  \nSpeed  \nFluency  \nAccuracy  \nComprehension  \nIden&fying Key Areas of Deficit  \nAccuracy: Reading most words accurately  \nRate: Reading at a rate to comprehend  \nFluency: Reading text at an appropriate rate, smoothly, and automaAcally  \nComprehension: Understanding the who, what, where, how and why (must interpret meaning within syntax)  \nImpact of Syntac&cal Skills  \n• Syntax: order of words and relaAonship between meanings of words  \n• that governs larger meaningful phrases,  \n• Pragma&cs: concerned with the social use of language situaAonal context, implicit","cbCaiboieEx4pTc6","https://ap.wps.com/l/cbCaiboieEx4pTc6","pdf",8632758,36,"English","# Screening: Where’s the Problem?\n# Language-Based Learning Disorders\n## Defined as a significant delay in areas of…\n### Listening\n### Speaking\n### Reading\n### Writing\n## Four Data Points\n## What is the Primary Issue of Concern?\n# Language-Based Disorders\n## Dyslexia (decoding/fluency)\n## Reading comprehension (due to dyslexia/communication)\n## Communication disorders (understanding or expression information)\n## Dysgraphia (written expression)\n## Dyscalculia (math disorder)\n# The Impact on Learning\n## Input: Symbol recognition, syntax/text comprehension\n### Reading and Language\n## Integration: Interpretation, sequencing and incorporation\n### Language, working/short memory, attention/EF\n## Storage: Short term memory incorporated with learned information\n## Output: Speed and accuracy of how learned information is reproduced\n# Aspects of a Strong Reader\n## Speed\n## Fluency\n## Accuracy\n## Comprehension\n# Identifying Key Areas of Deficit\n## Accuracy: Reading most words accurately\n## Rate: Reading at a rate to comprehend\n## Fluency: Reading text at an appropriate rate, smoothly, and automatically\n## Comprehension: Understanding the who, what, where, how and why (must interpret meaning within syntax)\n# Impact of Syntactical Skills\n## Syntax: order of words and relationship between meanings of words\n## Pragma&cs: concerned with the social use of language situational context, implicit","[{\"question\":\"What are language-based learning disorders defined as?\",\"answer\":\"Language-based learning disorders are defined as a significant delay in areas such as listening, speaking, reading, or writing.\"},{\"question\":\"What are the four key data points for screening language-based learning disorders?\",\"answer\":\"The four key data points for screening are the student, the parent, the teacher, and the testing.\"},{\"question\":\"What are some common language-based disorders mentioned in the presentation?\",\"answer\":\"Common language-based disorders include dyslexia, reading comprehension difficulties, communication disorders, dysgraphia, and dyscalculia.\"},{\"question\":\"What are the four aspects of a strong reader identified in the presentation?\",\"answer\":\"The four aspects of a strong reader are speed, fluency, accuracy, and comprehension.\"}]","Supporting Students with Language-Based Learning Disorders | PDF",91]