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Language-based learning disabilities and written language at school age
A learning disability is a difficulty in basic cognitive processes that significantly impairs academic achievement; a language disorder is a major risk factor for reading disability — sound-level problems put decoding at risk, while meaning-and-grammar problems put comprehension at risk — even after language therapy has ended.
Why it matters in the exam
Questions test definitions and boundaries: attention deficit hyperactivity disorder (ADHD) is not considered a learning disability and is diagnosed by a neurologist or psychiatrist; a learning disability can be diagnosed for the first time even in seventh grade, because its expression is affected by the growing complexity of demands; and what predicts success for a child with a learning disability is the child, the family and the learning environment. A child with a writing disability can struggle with both spelling and written expression.
Another part concerns the link between language and reading: about 60% of those with a language disorder will also develop a reading disability; a 7-year-old with a language disorder without phonological or morphological difficulty is expected to struggle mainly with reading comprehension; and even a child who completed language therapy successfully remains at risk. Written versus spoken language is asked too: spoken language is acquired naturally and written language is taught; a written narrative resembles a spoken one mainly in overall organisation; writing difficulties do not reflect articulation difficulties; and expository text is used to assess adolescents because it has more complex syntax. A short-term memory difficulty can affect both decoding and reading comprehension.
Key points
- Learning disability = a basic cognitive difficulty that impairs achievement.
- ADHD is not a learning disability; it is diagnosed by a neurologist or psychiatrist.
- About 60% of those with a language disorder — also a reading disability.
- Phonological — decoding; semantic-syntactic — comprehension.
- Spoken language is acquired, written is taught; expository text to assess adolescents.
Summary table
| Topic | What is true | Exam point |
|---|---|---|
| Definition of learning disability | A difficulty in basic cognitive processes that significantly impairs achievement | ADHD is not a learning disability; it is diagnosed by a neurologist or psychiatrist |
| Age of diagnosis | Possible even in middle school | Its expression is affected by rising complexity of demands |
| Language and reading | About 60% of those with a language disorder will also develop a reading disability | Phonological — risk to decoding; semantic-syntactic — risk to comprehension |
| Risk after therapy | Even after treatment goals were met | Continue to monitor at school |
| Written versus spoken language | Spoken is acquired naturally, written is taught | Written and spoken narratives are alike in overall organisation |
| Writing disability | Spelling and written expression | Writing difficulties do not come from articulation difficulties |
| Memory and assessment | Short-term memory affects decoding and comprehension | Expository text to assess adolescents; morphological awareness training improves spelling and comprehension |
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Sources
- American Psychiatric Association, DSM-5, 2013 — Specific learning disorder
- Catts & Kamhi (eds.), Language and Reading Disabilities, 3rd edition (2012) — The connection between language and reading disabilities
- Nippold, Later Language Development: School-Age Children, Adolescents, and Young Adults, 4th edition (2016) — Spoken and written language in the school years
Sources are given for further reading; the text is written afresh and not copied from them.
Reviewed by the Examqo AI Professor · 2026-11-02. The text may contain errors; when in doubt, check the source.