Facilitate Intervention and Identification as Early as Possible | Refer for Individualized Assessment | Opt for Evidence-Based Treatments | Track Response to Treatment Over Time and Design Treatments to Target Particular Aspects of Development Within an Academic Domain
The importance of early intervention cannot be overstated,
as the earlier the intervention, the better the outcome (Fletcher et al. 1994). Given the persistent nature of LD and increased
likelihood of complicating factors, when LD is left untreated, later intervention
will be more intensive and costly as well as less effective (Steele 2004). Early intervention that is more directed toward prevention
than treatment and that helps families obtain access to these programs
before the child is allowed to fail for several grades is of particular
value. The most common early risk is delayed language development.
Specific language factors of particular note include mispronouncing
words, word-finding problems, trouble rhyming, and difficulty learning
the alphabet (Catts 1997; Shaywitz 2003).