Within the last decade, a great deal of research has demonstrated that students with learning disabilities have difficulties in detecting and manipulating phonemes (Bender & Larkin, 2003; National Reading Panel, 2001). In some ways, this line of research may ultimately prove to be the driving force behind research on learning disabilities, because researchers have suggested that difficulties in phoneme awareness and phoneme manipulation skills may be the foundational cause of almost all subsequent learning disabilities (Bender & Larkin, 2003; Chard & Dickson, 1999; Kame'enui, Carnine, Dixon, Simmons, & Coyne, 2002; Lyon & Moats, 1997). Research has shown that many children with reading disabilities do demonstrate significant deficits in their ability to detect and manipulate phonemes (National Reading Panel, 2001; Sousa, 2005). Clearly, if a child with a learning disability cannot detect differences in speech sounds, and manipulate these differences in sounds, that child will experience a significant deficit when trying to detect different sounds that are represented by different letters. Difficulty in such letter interpretation can result in significant subsequent reading disabilities.
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