ABSTRACT
Jenkins and O’Connor presented a current understanding of the difficulties encountered by children with learning disabilities as they begin the process of learning to read. A review of the literature on early identification and intervention procedures included historical as well as current publications. The importance of reading fluency as related to the demands of current word cultures was clearly described. Certainly, a level of reading proficiency to ensure acquisition of basic reading skills for primary students at risk for reading/learning disabilities (R/LDs) can be enhanced through early identification and intervention programs.
