Identifying the language and cognitive deficits contributing to phonological skill impairment in a sample of children with learning disabilities

This thesis examined several topics related to learning disabilities. A primary focus was phonological skills which refers to the ability to be aware of and use sounds within language. Phonological skills were identified as a potential risk factor for reading and language disorders. Children referred for learning difficulty assessment were also found to experience difficulties in academic skills, thinking and language abilities, motor skills, and emotional and behavioural functioning. The results suggest that a comprehensive assessment needs to occur in all children who are suspected of having a learning disability so that appropriate intervention can be implemented.