Tuesday, 30 July 2013

Academic Assessments can be slightly skewed if the child/adult has a receptive…expressive problem. Toby Lee Dyslexia Dublin CETC © 2013

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How can we define this…not making yourself clear in both verbal and writing.
Not understanding what others are trying to get across to you verbally or in writing.
When does this occur…usually from around the age of four and upwards, at this point we become more expressive due to our inquisitive minds, we start school around this time and far more is given and asked of by others.

One in every twenty of us will have had or will have a language disorder ranging from mild to severe.
Some children in the early days can have a language of their own and might use a form of pseudo words!
This would come to light during verbal reasoning and comprehension testing.
Most tests carried can be verbal or in written format
This could be identified during an assessment as with the Wechsler Intelligence Scale, for instance, this may show up in relatively low scores for Information, Vocabulary and Comprehension (perhaps below the average percentile). You could well be looking at a child/adult who has difficulty comprehending situations , such as in front (behind)…high (low)…left (right) this was one that caused huge embarrassment to myself on a few occasions and indeed remembering a set of instruction…shopping/cooking/directions.
Such a problem can highlight itself during conversation or indeed in the written word, this is where a participant puts part of the conversation incorrectly (I am going over to my friend’s house yesterday) or (I put the dinner plates under the table); children often have problems and would use um a lot and may even stutter when under pressure. Academically they may be under pressure writing assignments…putting down the first words are always difficult.
They may also have a more general problem with words or sentences, both understanding and speaking them.
Language disorders would be classified in a different way to delayed language like verbal dyspraxia say. In the instance of expressive/receptive disorder the child or adult can communicate but struggles in certain areas of linguistics, having some skills but not all; this can be during the early stages of development (wires crossed) poor short term/working memory could also affect this. With delayed language, the child develops speech and language in the same way as other children, but later. If you or someone you know has or is suspected of having problems with receptive-expressive language disorder, advise or take them to your GP or depending on your country to a speech and language therapist…dyslexia screening should also pick this up…this is relatively easy to turn around and intervention therapy is only short lived…I would however recommend a multi-sensory approach to this problem.
As with all our articles they are given by way of guidance only and professional advice should always be sought.
We have a website where resources can be sourced for helping with specific learning needs at www.dyslexiadublin.ie

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