Identification and Remediation of Learning Disability Subtypes: Preliminary Findings

Abstract

Current data and literature related to the identification and instructional remediation of subtypes of learning-disabled readers (LDR) are reviewed. Preliminary findings suggest that not all LDR children manifest the same oral language, memory, and perceptual deficits that impede decoding accuracy and efficiency and all do not respond equally well (or poorly) to the same teaching tactics. For some LDR subtypes, synthetic phonics instruction was clearly beneficial, where it was contraindicated for others. Children from an LDR subtype that was characterized by severe phonological coding and short-term auditory memory deficits appear to benefit from an instructional sequence using whole word and analytic phonics principles. Implications for instruction and a review of caveats to enhance data interpretation are provided.

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