Learning Disabilities

Children with phonological coding deficits appear to respond well to interventions that stress direct training of phonics and place the training within a context (Cunningham 1990). Such a context—metacognitive training—allows the child to learn when to use a particular tactic and how to decide if it is effective (Cunningham 1989). The Reading Recovery Program (Clay 1993) has shown good promise in assisting children with their learning. The program emphasizes understanding the reading process in addition to emphasizing decoding skills. Teaching word families within this context has also been found to be helpful (i.e., an, in, fan, tan, or man).

Early identification of children at risk for learning difficulties is also recommended with specific training in phonemic awareness, rhyming skills, and word families provided in preschool and kindergarten (Felton and Pepper 1995; Wise and Olson 1991). Such early intervention has been found to be most appropriate for children with a family history of learning disabilities (Scarborough 1991). These children demonstrate early on difficulties in language, both in understanding and expressing their thoughts, that later translates into problems in reading readiness (Wise and Olson 1991). Programs, such as FastForword, Lindamood Auditory System, and the Slingerland or Orton-Gillingham method, are helpful to some children with learning disabilities. Websites can be readily found for each of these interventions.