Before monitoring, collect detailed information about the student’s language use at home and in school.

Observe how the student uses and understands language in natural settings over time.

Implement evidence-based language support strategies and observe the student’s response.

Check for similar language difficulties in both the student’s native language and English.

If concerns persist, refer the student to an SLP for formal language evaluation.

American Speech-Language-Hearing Association (ASHA). (n.d.). Language-based learning disabilities. https://www.asha.org

Orosco, M. J., & O’Connor, R. (2014). Culturally and linguistically responsive RTI models. Intervention in School and Clinic, 50(3), 150–156.

• Paradis, J., Genesee, F., & Crago, M. B. (2011). Dual language development and disorders: A handbook on bilingualism and second language learning (2nd ed.).

• ASHA. (n.d.). Roles and responsibilities of SLPs with respect to students who are English language learners. https://www.asha.org/policy/

• National Center for Learning Disabilities (NCLD). (n.d.). What is a learning disability? https://www.ncld.org

Edutopia. (2021). Recognizing signs of potential learning disabilities in preschool. https://www.edutopia.org/article/recognizing-signs-potential-learning-disabilities-preschool/

• Fuchs, D., & Fuchs, L. S. (2006). Introduction to response to intervention: What, why, and how valid is it? Reading Research Quarterly, 41(1), 93–99. https://doi.org/10.1598/RRQ.41.1.4
  RTI Action Network. (n.d.). Essential components of RTI. https://rti4success.org

Fletcher, J. M., Lyon, G. R., Fuchs, L. S., & Barnes, M. A. (2007). Learning disabilities: From identification to intervention. Guilford Press.

U.S. Department of Education. (2006). IDEA regulations for identifying specific learning disabilities. https://sites.ed.gov/idea/

Give parents books and resources to use at home.

Keep giving the student new words and vocabulary and praise them for trying whether correct or not.

Never discourage their learning.

Begin with a review of the student’s academic history and classroom performance.

Problems that persist over time, not due to lack of effort or instruction.

Observe the student across different subjects and settings.

• Trouble following instructions.

• Inconsistent memory or attention.

• Avoidance of academic tasks.

Use a structured intervention process to provide support and track progress.

• Tiers:

  • Tier 1: Universal, high-quality classroom instruction.

  • Tier 2: Small group, targeted interventions.

  • Tier 3: Intensive, individualized support.

• Look For: Lack of significant progress in Tiers 2 and 3.

Identify specific skill areas that are consistently weak despite intervention.

• Look For:

  • Difficulties in phonological processing, reading fluency, or math reasoning.

  • Variability in academic performance not explained by instruction.

If evidence shows persistent difficulties and limited response to intervention, initiate a special education referral.

• Evaluation May Include:

  • Psychoeducational testing.

  • Cognitive assessments (e.g., WISC-V).

  • Achievement tests (e.g., WIAT-III, Woodcock-Johnson).

• Must Include: Parent/guardian consent and team collaboration.

A language disability is a disorder that affects a person’s ability to understand and/or use spoken, written, or other language systems.

• Types:

  • Receptive language disorder: Difficulty understanding language.

  • Expressive language disorder: Difficulty expressing thoughts using words.

• Primary Areas Affected: Vocabulary, grammar, sentence structure, following directions, storytelling.

American Speech-Language-Hearing Association (ASHA). (n.d.). Language-based learning disabilities. https://www.asha.org

• Types:

  • Dyslexia: Reading and phonological processing.

  • Dysgraphia: Writing and fine motor coordination.

  • Dyscalculia: Math reasoning and calculation.

• Primary Areas Affected: Reading, writing, math, problem-solving, memory.

  
  

U.S. Department of Education. (2006). IDEA: Specific Learning Disabilities. https://sites.ed.gov/idea