Identification and Intervention of Learning Disabilities in Early Childhood

Dear Colleagues, 

Early childhood is a critical period for cognitive and academic development. Learning disabilities, when unidentified or unaddressed during these formative years, can have long-lasting impacts on a child's educational journey and overall well-being. This Special Issue aims to explore the latest research, methodologies, and best practices in the early identification of and interventions for learning disabilities in young children.

Many studies have indicated that a considerable proportion of the children who show significant learning difficulties at school began to show the first signs of difficulty already at preschool age. Therefore, in recent years, there has been significant interest in the early identification of kindergarten children who are at risk of developing difficulties with learning later in school. There is also a general agreement that early identification and intervention prior to the onset of learning difficulties is more effective than later remediation. The remarkable plasticity of the human brain brings the promise of change and prevention of future learning disabilities.

While early literacy and numeracy have been found to firm the base for later development of reading and mathematical difficulties, additional studies have also found a significant contribution of basic cognitive skills. In addition, emotional aspects such as motivation and self-perception, as well as environmental factors such as socioeconomic status and home literacy, have also been found to be significant contributors to the development of academic skills. Despite this knowledge, identifying learning disabilities in early childhood presents unique challenges due to the rapid and variable pace of development in young children.

This Special Issue welcomes contributions that advance our understanding of early predictors of learning disabilities, innovative screening tools, and evidence-based intervention strategies tailored for young children.

Key areas of interest include, but are not limited to, the following:

1. Early indicators of specific learning disabilities (e.g., dyslexia, dyscalculia, dysgraphia);
2. Neurodevelopmental perspectives on learning disabilities in early childhood;
3. Cultural and linguistic considerations in identification and intervention;
4. The role of technology in early screening and intervention;
5. Family-centered approaches to supporting young children with learning disabilities;
6. Longitudinal studies tracking the effectiveness of early interventions.

We encourage submissions that not only contribute to the theoretical understanding of learning disabilities but also provide practical insights for educators, clinicians, and policymakers. The Special Issue aims to bridge the gap between research and practice, fostering a comprehensive approach to supporting young children with learning disabilities.

Dr. Shaul Shelley
Guest Editor

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• early literacy
• early numeracy
• children at risk of learning disabilities
• early identification
• intervention programs
• early childhood
• learning disabilities
• developmental screening