Intervention Strategies in reading and writing for children with learning disabilities.

Learning disabilities come in a variety of disguises, last a lifetime, and can't be "healed." Early detection and intervention are crucial to manage it.

Q1, What are the problems faced by children with learning disabilities in terms of reading and writing?

Problems faced by children with LD

Children with learning disabilities normally have problem with their reading and writing skills. The term reading disability is often used interchangeably with the terms dyslexia, reading disorder, and literacy impairments. The reading performance of children with disabilities is lower than expected with their age, intelligence and education.

They may have the following problem:

• · problem pronouncing words

• · difficulty rhyming

• · unable to blend sounds to make words

• · confuses basic words when reading

• · consistency misspells words and makes frequent errors

• · Dislike reading and avoid reading aloud

Moreover, children with learning disabilities often demonstrate difficulties with written expression. The term graphomotor skills refer to the cognitive, perceptual, and motor skills that enable a person to write (Council, 2012). There are 3 types of graphomotor deficit which are symbolic, motor speed and dyspraxia disorder.

• · Individuals with dyslexia often demonstrate symbolic graphomotor symptoms, resulting in poor handwriting performance. It is difficult for them to recall the letters or words they want to use in order to express their ideas, legibility and writing fluency become a problem for them(Council, 2012).

• · Individuals with motor speed deficits demonstrate problems with the timing and temporal aspects of graphomotor tasks (Council, 2012). These people usually provide readable, accurate handwriting, but the production speed is very slow.

• · whereas dyspraxia is the unusual formation of letters and words, the writers will often display word all upper case, display inaccurate spaces between letters and words, and show difficulty with letter formation(Council, 2012).

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Q2, What are some of the intervention strategies in reading and writing for children with learning disabilities?

Intervention Strategies

In order to help those with learning disabilities, parents and educators need to understand the most effective guidelines for teaching them. There are some intervention strategies could help them improve their reading and writing skills.

Phonological awareness: Is defined as the metacognitive understanding and manipulation of speech sounds in varying complexities (word-, syllable-, and phoneme level; Blachman, 2000). It is a building block for word reading accuracy and other literacy skills (e.g., reading fluency, comprehension, spelling, and writing).

• · By teaching the basic code

• · Adjacent consonant sounds

• · Teaching the advanced code

• · Multisyllable management

Please watch the video below for more information

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Q3, Why is early intervention important for children with learning disabilities?

Importance of early intervention

The earlier the learning disabilities are identified, the earlier an effective intervention is given, the better the chance of improving long term outcome. Early intervention helps reduce the ' learning gap ' before the issues get deeper and deeper. Early action also reduces the emotional problem linked with failure and helps prevent further learning difficulties like writing in recent years, as well as supporting school performance. In conclusion, this information aims to increase awareness of parents to take more attention about their child’s education, so that they can make required changes as early as possible, get greater insight how can they learn and help them to reach their full learning potential.

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Reference

Council, N. R. (2012). Improving adult literacy instruction: Options for practice and research. National Academies Press.