Multicomponent program to address both overt reading behaviors like word recognition skills and comprehension, and underlying componentsĬomprehensive intervention focused on developing word decoding skills and decoding strategies Peer-tutoring, repeated reading and paragraph summary with corrective feedback. Multisensory, bottom–up, explicit approach for developing phonemic awareness and phonemic decoding skills with minimal text instruction.Ĭomputer-based program that consists of a series of adaptive, interactive exercises that use acoustically processed speech and speech sounds. Multisensory, sequential, phonics-based system that focuses on basic word formation Modified USPSTF System (Quality of Evidence/Strength of Recommendation) See Table 1 for a list and summary of the interventions reviewed herein and Table 2 for the authors’ opinions regarding the value of these interventions for the various disorders reviewed herein. Although several interventions are well-established for certain disorders, there are several that require considerably more rigorous evaluation. As the reader will glean from this review, there are numerous treatments, many that are publically-available, for addressing these issues. A comprehensive review of all interventions focused on various learning and cognitive disorders is well beyond the scope of this paper we focus on a select review of interventions that are commonly used to address reading disorder, mathematics disorder, disorder of written expression, poor working memory, and auditory processing disorder. Given these issues, considerable investment has been made to develop and evaluate treatments to address these problems. Learning and cognitive disorders affect a substantial number of youth, resulting in considerable concurrent impairment and diminishing the potential for successful long-term academic and social functioning for affected youth.
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