NLD and ESL Students Research Paper by Quality Writers

NLD and ESL Students
This paper explores reading in students with nonverbal learning disabilities (NLD) and language barriers.
# 100185 | 4,528 words | 18 sources | APA | 2007 | US
Published on Dec 18, 2007 in Education (Reading) , Education (Special) , Education (Teaching Methods) , Language (General)

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The paper refers to a 10 year-old Grade V student, "Kalum", who understands considerable English with good verbal expression but experiences much difficulty in mastering reading. The paper explores nonverbal learning disabilities and the challenges it presents to the teacher. The paper discusses research that shows how many teachers fail to note learning disabilities in students who study in a non-first language. The paper also shows the ease with which learning disabilities and other conditions affecting children can be misdiagnosed. The paper concludes that as long as the student's confidence and motivation can be ensured, NLD does not seem such a grave diagnosis, presenting more of a test of the teacher's dedication than an indication of a student's educational future.

Exploring Nonverbal Learning Disabilities
Helpful Research on Young ESL and Immigrant Students
Culminating Activities
Determining a Student Biography
Adjusting Reading Exercises and Classroom Skills
Behavioral Cues
Elaboration - Sharing with Professionals
Observations and Further Questions
Self Reflection
Sharing with Experienced Language Teachers
Concluding Remarks

From the Paper:

"Students with NLD often show high verbal skills, have little difficulty with spelling but are weak in reading comprehension. They often have short concentration spans and struggle with the visual aspect of reading. NLD is associated with malfunction of the brain's right hemisphere as can also mean difficulties in mathematics, organizing and planning tasks, and spatial and motor abilities. NLD students often present anxiety, their way of socializing can be abrupt, or they stand to close to others. Combined with verbal ability and frequent outspokenness, NLD students are apt to be misdiagnosed with Asperger's Syndrome or ADHD, or dyslexia, on account of often impaired word recognition and weak handwriting. For over 30 years, research on NLD has helped teachers, psychologists and parents to fathom a range of often small symptoms that can usually be counteracted. The challenge for the teacher is one of instilling helpful habits, often through much repetition and correction, while maintaining the student's self-confidence. (Rourke:1995:13-16, Elkind:1973, Krippner & Herald:1964) This non-alarmist approach was also stressed by Goldstein on compensatory ways of coping with NLD while providing early literacy skills, and in the Canadian as opposed to American context. (2000)"

Sample of Sources Used:

  • Adkins, M. Et Al. (1999). Cultural Adjustment, Mental Health and ESL - The Refugee Experience, the Role of the Teacher and ESL Activities. Denver: ELT/TA Project.The teacher is often the student's first 'ambassador' of the new home culture and should be alert to possible troubles in the home, mental health sequelae that tend to appear once safety is achieved in North America where language acquisition is so important. Till knowing more of their students, teachers need to see that the class atmosphere is welcoming and enjoyable.
  • Bailey, D.A. (2003). Who is Learning Disabled? American Psychological Association Newsletter. 34: 58-60. A good deal of the September 8 2003 issue of the APAN addresses reform of past methods of dealing with learning disabled students. NLD is referred to as a disorder much missed and over-diagnosed, at once.
  • Behnke, A. (2003). Afghanistan in Pictures. London: Lerner This very attractive book is illustrated by photographs as well as lithographs showing aspects of the country's past. It is meant for students aged 9 to 12 but is an appealing book for any who examine it.
  • Benjamin, M. and P. Morgan. (1989). Refugee Children Traumatized by War and Violence - the Challenge Offered to the Service Delivery System. Washington: Georgetown University - Child Development Center.The error has often been made of assuming that children do not suffer the delayed stress reactions of adult refugees, or that adults have sheltered them from the effects of war or other hazards before arrival. Teachers should be informed as to what students might have experienced and as symptoms of upset can be very close to those of learning disabilities of different kinds.
  • Birman, D. (2002). The Mental Health of Refugee Children - a Guide for the ESL Teacher. Denver: ELT/TA Project.Refugee students may not be able to give studies their full attention due to depression, anxiety, worries to do with kin still abroad, or fatigue owing to past experiences. Teachers need to know the student's origins, what may have happened and help students who may need it to seek support outside the family or school.

Cite this Research Paper:

APA Format

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