Reading comprehension is a fundamental and indispensable skill for academic achievement and daily functioning. Sadly, a significant number of children and youth, particularly those diagnosed with learning disabilities (LD), encounter difficulties in acquiring this vital capability. Thankfully, several well-established approaches exist to offer…

Since the early stages of schooling, many children are exposed to different learning disabilities, usually manifest as dyslexia, dysgraphia, and dyscalculia. Those disabilities impact on the normal academic achievement of the child and may even affect its social life. Learning disorders have neurobiological origins and are often inherited…

Language and literacy skills are critical for academic success. Shared book reading is an evidence-based practice for improving a range of language and literacy skills in young children, including those with or at risk for learning disabilities. This article describes how teachers and speech-language pathologists (SLP) can collaborate to support…

Assessment data from the United States and international reports of student achievement indicate that upper elementary students are failing to meet basic levels of proficiency in fractions and writing, and that this is particularly prevalent with students with or at-risk for learning disabilities in mathematics. Proficiency with fractions has been…

The number of English learners continues to increase in the United States. Additionally, many English learners will experience language and learning disabilities. These students require specialized instruction by highly qualified educators. This article addresses the various cross-language strategies that can benefit English learners with…

This study used a multiple-probe, multiple-baseline single-case design to investigate the efficacy of planning, and then revising strategy instruction using self-regulated strategy development on the compare-contrast writing performance of three late elementary students with language-learning disabilities. After receiving the planning instruction,…

Children with learning disabilities can be as sharp as their peers; however, they may find it challenging to write, read, reason out information, spell things correctly, or process information. Due to this, it is critical for students to understand the ways of learning that suit them the best. They may not be aware of the different ways they can…

The present experimental study was undertaken with three objectives in view, (i) to identify students with language learning disabilities (ii) to develop CAI software to teach LD students through computer-assisted instruction and (iii) to measure the effectiveness of CAI with special reference to LD students. Two matched groups of LD students were…

This book is intended to help language teachers to work effectively and successfully with students who have specific learning differences (SpLD) such as dyslexia. The book takes an inclusive and practical approach to language teaching and encourages teachers to consider the effects that an SpLD could have on a language learner. It suggests…

Response to Intervention (RTI) has emerged as a method for providing early academic assistance to students with difficulty learning. This brief outlines the tiered structure of RTI and how it can be implemented as an effective technique for teaching English learners who are having difficulty making academic progress. It touches on methods of…

This pilot research project examined the use of sign language as a communication bridge for non-Deaf children between the ages of 0-6 years who had been diagnosed with, or whose communication difficulties suggested, the presence of such disorders as Autism, Down Syndrome, Fetal Alcohol Spectrum Disorder (FASD), and/or learning disabilities.…

Exercises in 10 prewriting skill areas (scribbling, imitation, tracing, completion, discrimination, automatic writing, cued writing, free associating, ordered writing, and message writing) are suggested to help students with writing disabilities. The exercises are explained to help in identifying as well as remediating the problem. (CL)

In the article the major principles of a whole language approach are identified and discussed as they may be applied with learning disabled (LD) children. Theoretical assumptions and specific educational practices are described, with recommendations for increasing the effectiveness of whole language programs for LD children. For related…

The article describes ways in which music and elements of rhythm, harmony, melody, form dynamics, and mood can contribute to language development in learning disabled children. (CL)

Learning disabled children ages 8-11 may need help to request clarification of speakers (an intergral part of everyday conversation) through activities designed to increase their facility with question forms and improve referential communication skills. (CL)