1. Which of the following statements is true of children diagnosed with specific learning disorder?
Answer: A
Children diagnosed with specific learning disorder have normal levels of intellectual functioning.
Children diagnosed with specific learning disorder exhibit normal intellectual functioning despite facing challenges in specific academic areas, such as reading or mathematics. This distinction is critical in understanding that their difficulties do not stem from a lower overall cognitive ability.
A) They have normal levels of intellectual functioning.
This statement is accurate as children with specific learning disorder often possess average or above-average intelligence. Their learning difficulties are not indicative of their cognitive capacity, which remains intact, allowing them to perform well in areas outside the specific learning challenges.
B) They have a sensory impairment that prevents them from performing well at academic tasks.
This option is incorrect because specific learning disorders are not classified as sensory impairments. Children with these disorders do not have issues such as hearing or vision problems that would fundamentally affect their ability to learn; rather, their difficulties are related to processing information in specific academic subjects.
C) They tend to have a history of inadequate instruction that has hindered present performance.
While some children may experience inadequate instruction, this is not a defining characteristic of specific learning disorders. Many children with these disorders receive appropriate teaching yet still struggle with specific academic skills, indicating that the issue lies within their learning processes rather than the quality of instruction.
D) They typically avoid eye contact and have poor conversation skills.
This statement is not true for children with specific learning disorders. While some children may have social communication challenges, these traits are not universally applicable to all children diagnosed with specific learning disorders and do not characterize the disorder itself.
E) They score low on tests of phonological awareness.
This option does not universally apply to all children with specific learning disorders. While some may struggle with phonological awareness, others may have strengths in this area. The defining feature of a specific learning disorder is not poor performance in all aspects of learning but rather in specific academic skills.
Conclusion
In summary, the correct answer is that children diagnosed with specific learning disorder have normal levels of intellectual functioning, as their cognitive abilities do not determine their academic challenges. Other options either misrepresent the nature of specific learning disorders or overgeneralize traits that do not apply to all affected children. Understanding this distinction is vital for effective support and intervention.