Intervention for the Child with Language Difficulties

When a parent expresses that they are concerned about their child's reading/speaking capabilities, or if a teacher confirms a lack of ability in the classroom, an evaluation will take place. A speech-language pathologist will usually take initiative in this evaluation, screening the child using a checklist similar to one developed by Dr. Hugh Catts. Dr. Hugh Catts, the Chair of Speech-Language-Hearing has contributed a great deal of psychological research to help SLPs determine whether or not kindergarteners or first graders have language difficulties. Parents can use this checklist as a means of expressing their concerns with the child's difficulties to teachers and SLPs (Spivey 1).

If your child receives a low score on the checklist, not to worry; this simply means the student is in need of early intervention. And students can't be tested for learning disabilities before going through a structured intervention program. These interventions are intense, individualized and targeted instruction of reading and language skills. This approach guides children in obtaining the particular skills they are lacking. If children display a lot of difficulty with the intervention program, further assessments are taken and it is decided if the child has learning disabilities and requires extra attention and guidance through schooling (Spivey 1).

Children who are identified early on for phonological trouble (kindergarten) or language reading skills (1st grade) have shown a significant gain from the intervention program. Unfortunately, many children aren't recognized as having difficulties until the third grade. The earlier on the better. Developmentally, that's how it goes. And children who display these struggles, when identified early on, stand a much better chance at becoming proficient readers in the future.

So, it might seem silly to pay attention to a kindergarteners "report card", if you will, but it truly isn't. Great strides have been made in the field of speech-language pathology, so much so that phonological disabilities can be determined in a child who's only five years of age. No child builds a foundation for great speaking or reading skills alone; you are their help. In my last post, I went over some great tips to helping our child improve his writing skills at home. These tips can do the same for reading, and they're a great start to helping your child build a foundation for a successful academic future.

Resources

Spivey, Beck L., M.Ed. Super Duper Publications © 2012  Handy Handouts: "Why is My Child Not Learning to Read? The Need for Early Intervention"