Background of research method
One reliable method of research in the area of learning/language deficiencies (LDs) is the hierarchical cluster analysis that expands the traditional Q-factor analysis method. The research mentioned in this article took place in a 3-year time range. It aimed at examining the correlation of individual diversities and development results and other aspects relating to the education field. The hypothesis for the study is that children with inadequate narrative and reading skills perform poorly in school and vice versa (Feagans and Appelbaum, 1986).
The sample was selected from a large longitudinal study of children with learning disabilities at the elementary level and compared to the normal ones, using 6 clusters of study. The clusters examined were syntax, semantics, hyper-verbal, superior narratives, vocabulary, and narratives. Those in the syntax category were normal as far as comprehension was concerned though the rest of the skills were abnormal to them, hence making it hard to understand narratives.
Those in the semantics cluster were only good in vocabulary issues so they could not understand narratives. In the hyper-verbal cluster, the children used complicated sentences very much but could not comprehend the meaning of any words.
The outcome implies that those with narrative abilities were stronger academically as compared to the rest. The study also revealed that although narrative skills were more significant academically, the rest of the skills were also crucial to academic success. More implications of the study include that the subtypes of languages were used to make clear the several patterns/clusters in these children. It also is clear that the outcomes of the different clusters used affected the children academically. Therefore, the hypothesis of the research was tested to be true. That is those children with inadequate narrative and reading skills performed poorly in school and vice versa (Feagans and Appelbaum, 1986).
Another reliable research method is quantitative genetic research on the disabilities of learning. This method helps people to understand interconnections between acquiring literacy, mathematical abilities, functions’ skills, and developing the oral language among those with learning deficiencies (LDs). The process involves examining the behavioral, biological, and molecular genetics of the people involved (Plomin and Kovas, 2005).
Results of the research
The research consisted of children of varied social-economic status, cultures, ethnicities, linguistic backgrounds, and ages. The research aimed at finding genetic homogeneity, genetic comorbidity, and diversities in learning abilities and disabilities. The results of this research are that the language abilities and disabilities are heritable and have genetic and biological connections. These include, according to the research, mathematical impairment, language disability, and reading inability. More results from this research indicate that the genes that influence inability in learning are the same ones that influence disabilities in the learning process.
The implications of this research are felt in the field of psychological sciences, neuroscience, and molecular genetics. For instance, people are able to understand better, the Language deficiencies, and how to develop ways to prevent these deficiencies. Researchers are also able to comprehend the existing etiologies in language disabilities, and the risks involved. This research is useful in the field of sciences in that researchers can easily differentiate spelling, language, linguistic, writing, reading abilities among their skills.
Another implication is that societies can understand the background and benefits of LDs. For instance, the advocates of children’s rights in society can increase awareness in the community. This is on issues like signs, effects, and treatment of children with the condition. This empowers the community at large and consequently makes the affected children feel less alienated (Plomin and Kovas, 2005).
Implications to the field of teaching individuals with LDs
A different kind of research is phonological awareness research. This shows that there are several traits that make those people with language deficiencies different from those with perfect, reading, and language processing skills. The kind and level of skill that readers develop distinguish the poor readers from the perfect readers. The background of this research lies in the fact that the language domain is affected largely, especially as a visual skill. This includes, for instance, reversing letters in words. Early researchers blamed the disability on malfunctioning of the visual aspect of readers (Mann and Brady, 1988).
The research in this article was carried out on children at the elementary level. It showed that children with reading disabilities perform poorly in their academics, they have low self-esteem, their social status is adversely affected and their occupational choice is affected too. This is unlike those who can read well. The findings or results show that anytime processing of words or sentences happens, the short term memory is triggered. This in turn encodes the words in a silent speech which is also a phonetic representation (Mann and Brady, 1988).
The results also include facts like; poor perception of issues can impact negatively, on readers. This makes them have language deficiency. People with poor reading skills, unlike those with a high IQ, have low memory, and their ability to understand sentences is very low. This poor reading nature is blamed on challenges with phonological representations. The implications of the research are that researchers are able to know that comprehension of language needs a good understanding of phonemes.
Lack of this understanding, for instance, causes people to read the beginning part of a sentence with ease but difficulties come in with subsequent words. A further implication of the research is that children should always be submitted to phoneme and syllable tests. This is to help adults identify those children who have the above-mentioned deficiencies and take appropriate action (Mann and Brady, 1988).
References
Feagans, L., & Appelbaum, M. (1986). Validation of Language Subtypes in Learning Disabled Children. Journal of Educational Psychology, 78(5), 358-364.
Mann, V., & Brady, S. (1988). Reading Disability: The Role of Language Deficiencies. Journal of Consulting and Clinical Psychology, 56(6), 811-816.
Plomin, R., & Kovas, Y. (2005). Generalist Genes and Learning Disabilities. Psychological Bulletin, 131(4), 592-617.