LEARNING-DISABILITIES EXISTING CONCOMITANTLY WITH COMMUNICATION DISORDER

This article describes the characteristics of language disorders that occur with learning disabilities. In this context, formal and naturali stic language, including specific standardized test batteries and curr iculum-based language assessment, portfolio assessment, and others, ar e discussed. In addition, service delivery models and interventions th at focus on the enhancement of semantic, syntactic, and pragmatic deve lopment are presented. Finally, future directions for research in the area of learning disabilities and secondary language disorders are sug gested. Intervention strategies, including supportive scaffolding, who le language, and collaborative consultation, are reviewed; and implica tions for language assessment, intervention, and future research are d iscussed.