A new study from the University of Illinois at Chicago suggests that language learning for children and adults with language disabilities is not always as easy as it appears.
The study found that while the availability of online learning materials has increased in the last decade, they can still be a challenge for learners of all languages.
The study, published in the Journal of Language and Social Psychology, examined data from nearly 400,000 students in kindergarten through sixth grade.
Researchers looked at the use of materials and content, and how students responded to the materials.
They found that for students with language learning difficulties, access to the right materials was essential.
However, for students who do not have a language learning disability, there is no guarantee that access to material will be as seamless or accessible as other students.
This research is an important step in our quest to bring language learning to all learners.
We know that our society is changing and that language development is now being used more frequently by children with language and literacy disabilities, said senior author J.A. Schulz, Ph.
D., a doctoral student in the UIC Department of Psychology and co-author of the study.
Our research suggests that accessibility can be difficult for students, as well as teachers and parents, to manage.
However, we also found that there are ways to support students with disabilities in their learning and in their access to their learning material, Schulz said.
The findings provide insight into the challenges students with disability face when learning English, he said.
They also suggest that parents, teachers, and students need to be mindful of how they can support language learners and provide language resources that will be beneficial for all learners, he added.
The research was based on data collected between 1999 and 2010.
For more information about the study, visit: http://www.labs.iup.edu/livescience/schulz/schauss.html