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L.Marie The level of family cohesiveness and communication skills between family members are critical factors impacting adjustments for individuals with dyslexia and other learning disabilities (Grosser & Spafford, 2000; Spafford & Grosser, 1993). It would naturally follow that positive, nurturing cohesive family units that initially "lift" children during times of stress and then empower them to confidently overcome obstacles through their own efforts create critical opportunities to develop resilience.
According to Rostain, Power, and Atkins (1993), early diagnosis and intervention of learning disabilities typically results from some type of parent/family involvement and acceptance of the child's disability adding to resilience and later life successes. Families can be viewed as "literacy partners" because they can facilitate acquisition of good problem-solving behaviors, the development of respect and trust in the educational process, and the acquisition of insightful understandings that help to create successful learning experiences (Matlock, 1999).
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