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LANGUAGE-BASED LEARNING DISABILITIES AND MOTOR COORDINATION: ASSOCIATIONS AND APPLICATIONS $100.00
Authors:  Nancy Getchell, Samuel W. Logan and Kevin Neeld
Abstract:
In this paper, we review research that examines associations between language-based
learning disabilities (LD) and motor coordination. Driving this review is our belief that
the theoretical concept of embodied cognition (Chiel & Beer, 1997; Thelen, 2000), which
suggests a dynamic interdependence of perceptual, cognitive, and motor processes, may
hold promise in providing both questions and solutions for those interested in
understanding learning disabilities. Based on the literature, relationships appear to exist
between language and motor development in children at risk for language-based learning
disabilities, which are suggestive of motor skill acquisition delays and differences in fine
and gross motor coordination. The relationship between learning disabilities and
movement disorder suggest that decrements in motor coordination may indicate a child
may be at risk for LD; potentially, standardized motor tests may be used as part of a
battery of tests to identify young children at risk for language-based learning disabilities .
We believe this line of inquiry holds promise, and calls for more empirical research into
the quantitative nature of the learning disabilities-motor coordination association, and for
more theoretical consideration into the heuristic value of embodied cognition as applied
to language-based learning disabilities. 


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LANGUAGE-BASED LEARNING DISABILITIES AND MOTOR COORDINATION: ASSOCIATIONS AND APPLICATIONS