Learning Disability: Difficulties with comprehension & vocabulary development are persistent and pervasive regardless of targeted instruction and intervention., Difficulty retelling due to short-term memory deficit or retrieval skills, Difficulty due to inability to think in abstract terms, too literal, Slow to process challenging language when reading or listening, Writing is very challenging and is not reflective of oral language skills., Difficulty concentrating or easily distracted, Difficulty remembering sight words out of context or sphere of knowledge or when there are irregular patterns (e.g., long, and short vowel sounds), Poor memory (ST/ LT), may not be able to repeat a string of sounds or words accurately, Difficulty remembering sight words; knows them one day, not the other., Difficulty carrying out a series of directions because of poor short-term memory or lack of attention, Slow to learn sound/symbol correspondence; seems to know letters/sounds one day, but not the other, Second Language Acquisition: Will likely lag behind in reading comprehension, vocabulary development, and oral language. Expected to make steady progress through targeted instruction. , Difficulty retelling due to poor English expressive skills. Understands more than what can be expressed, Confusion due to unfamiliar use of figurative language, idioms, pronouns, conjunction, and multiple meanings., Slow to process due to lack of comprehension of the new language's structure, grammar, or meaning. , Writing skills develop with oral language abilities; steady improvement with targeted intervention, Learning in L2 is mentally exhausting, so may impede concentration; level of L2 difficulty may impede concentration., Difficulty carrying out a series of directions because directions are not understood; comprehension of words or actions in a new language, May seem to have poor auditory memory if sounds or words are unfamiliar, not well understood, or have no connection to L1, Difficulty distinguishing auditory unfamiliar sounds from L1; sounds are in unfamiliar order from L1, Difficulty with phonological/ phonemic awareness even though the student knows the sounds; difficulty manipulating sounds, Confusion with sound/symbol correspondence when it is different from L1/difficulty pronouncing sounds not found in L1,

LD vs SLA

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