The American Speech-language and Hearing Association has information about how Language-based learning disabilities can be treated.

The goals of speech and language treatment for the child with a reading problem target the specific aspects of reading and writing that the student is missing. For example, if the student is able to read words but is unable to understand the details of what has been read, comprehension is addressed. If a younger student has difficulty distinguishing the different sounds that make up words, treatment will focus on activities that support growth in this skill area (rhyming, tapping out syllables, etc.).

Intervention with spoken language (speaking and listening) can also be designed to support the development of written language. For example, after listening to a story, the student may be asked to state and write answers to questions. He or she may be asked to give a verbal and then a written summary of the story.

Articulation (pronunciation) needs are also treated in a way that supports written language. For example, if the child is practising saying words to improve pronunciation of a certain sound, he or she may be asked to read these words from a printed list.

The speech and language therapist consults and collaborates with teachers to develop the use of strategies and techniques in the classroom. For example, the SLP may help the teacher modify how new material is presented in lessons to accommodate the child’s comprehension needs. The therapist may also demonstrate what planning strategies the student uses to organize and focus written assignments.

What causes a language-based learning disabilities?

Learning disabilities are caused by a difference in brain structure that is present at birth, is often hereditary, and is often related to specific language problems.

How effective are treatments for language-based learning disabilities?

The therapist consults with both educators and parents to teach and model language activities that promote success. He or she may:

• Explain the importance of joint book reading and provide demonstration lessons. For example, the therapist may illustrate how to improve students vocabulary skills by having children name items in story pictures and describe the action(s) in these pictures.
• Model how to sharpen comprehension skills by asking questions related to a story plot and having the child predict what may happen next in the story.
• Have the child retell a story in his or her own words or act out the story.
• Teach how to increase the child’s awareness of print in his or her environment (e.g., recognition of frequently encountered signs and logos) and the conventions of print (e.g., how to hold a book or how reading and writing are done from left to right).
• Demonstrate strategies to teach letters and their corresponding sounds.
• Show ways that teachers and parents can model literacy activities (e.g., by reading newspapers and magazines, by writing notes and letters, or by making writing materials available for everybody’s use).

Learning problems should be addressed as early as possible. Many children with learning disabilities that are treated later, when language demands are greater, experience lowered self-esteem due to their previous academic frustrations and failures. Learning problems that go untreated can lead to a significant decrease in confidence, school phobia (i.e., not wanting to go to school, not wanting to do homework), and depression.

For more information visit ASHA

Written by Rachel Harrison, speech and language therapist, on behalf of Integrated Treatment Services