Learning disabilities

Noting that approximately five percent of all public school students are identified as having a learning disability, Lyon (1996) points out that an important definitional element of the term is its exclusions: learning disabilities cannot be attributed primarily to mental retardation, emotional disturbance, cultural difference, or disadvantage. Thus, the concept of LD focuses on the notion of a discrepancy between a child's academic achievement and his or her apparent capacity to learn.

In his general discussion of learning disability, Lyon (1996) reports that:

The longer children with disability . . . go without identification and intervention, the more difficult the task of remediation and the lower the rate of success. (p. 54)

The purpose of this paper is to examine a representative sampling of the current literature on early detection of learning disabilities. To this end, the paper examines eight journal articles in the area, summarizing their major findings. The final section of the paper formulates conclusions abou

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ent of phonological and reading skills in 171 students (98 males, 73 females) from the beginning of first grade (Time 1) to the end of second grade (Time 4). Based on their reading and intelligence scores at the end of second grade, these students were placed into three groups: nondisabled (ND), reading disabled (RD), or garden-variety poor reading (GV) groups. Although each group made gains in phonological processing, large differences were found between the ND and RD/GV groups. The RD and GV groups performed similarly on many of the tasks. Consistent with the literature, it was found that intelligence did not differentiate between good and poor readers. However, the most important finding was said to be that reader-group membership at Time 4 could be very accurately determined from students' Time 1 scores. All of the children in the RD and GV groups were correctly identified, and only 3 of the 148 ND children were misclassified, indicating that children at risk for reading difficulties can be very accurately identified very early in their academic experiences. Related to the foregoing is the fact that even if valid tests are developed for the early detection of learning disabilities, they will be of little use they are
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Some common words found in the essay are:
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Approximate Word count = 2023
Approximate Pages = 8 (250 words per page)

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