A Lag in Development or a Learning Disability?
Source: National Center for Learning Disabilities
Topics: Learning Styles and Differences, Learning Disabilities, Learning Disabilities and RTI
Children develop at their own pace and even with rich and varied opportunities to increase vocabulary and acquire and practice thinking and organizational skills, it is difficult to predict which children will experience learning challenges once they enter school. Any “lag” in development is best addressed with specific criteria in mind.
For example:
What are the specific reading-related tasks that appear to be barriers to the child's success?
Is it recognizing common (sight) words, sounding out new words, blending letter sounds, understanding word meanings (with and without context cues)?
Teachers can help shed some light on concerns. They can provide data that was gleaned from classroom screenings and based on the efforts to address each child's specific challenges. This screening data is the hallmark of an effective RTI program.
Should a parent be interested in a more in-depth evaluation, the school will test a child for a learning disability in reading (also known as dyslexia). However, rushing into testing is not advised, as sometimes a tweak in classroom instruction or a consultation with specialized staff at the school will be enough to set a student who struggles with reading on a path to success. If you are still interested in seeking a more in-depth evaluation, see NCLD’s parents Guide to IDEA at www.LD.org for an easy-to-understand breakdown of your rights and how to work in partnership with school personnel.
Reprinted with the permission of the National Center for Learning Disabilities. © 1999-2009 National Center for Learning Disabilities, Inc. All Rights Reserved.
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