For example, for a student whose vocabulary and general knowledge scores matches their reading comprehension score a teacher could assume that reading comprehension can be supported through work in vocabulary and general knowledge. If the reading comprehension score is lower in the appropriate statistical sense it would be necessary to first rule out things like vision problems

Response to intervention
Much current research has focused on a treatment-oriented diagnostic process known as response to intervention (RTI). Researcher recommendations for implementing such a model include early screening for all students, placing those students who are having difficulty into research-based early intervention programs, rather than waiting until they meet diagnostic criteria. Their performance can be closely monitored to determine whether increasingly intense intervention results in adequate progress. Those who respond will not require further intervention. Those who do not respond adequately to regular classroom instruction (often called "Tier 1 instruction") and a more intensive intervention (often called "Tier 2" intervention) are considered "non-responders." These students can then be referred for further assistance through special education, in which case they are often identified with a learning disability. Some models of RTI include a third tier of intervention before a child is identified as having a learning disability. A primary benefit of such a model is that it would not be necessary to wait for a child to be sufficiently far behind to qualify for assistance.
Direct instruction:Emphasizes carefully planned lessons for small learning increments
Scripted lesson plans
Rapid-paced interaction between teacher and students
Correcting mistakes immediately
Achievement-based grouping
Frequent progress assessments
Classroom adjustments:
Special seating assignments
Alternative or modified assignments
Modified testing procedures
Quiet environment
Special equipment:
Word processors with spell checkers and dictionaries
Text-to-speech and speech-to-text programs
Talking calculators
Books on tape
Computer-based activities
Classroom assistants:
Note-takers
Readers
Proofreaders
Scribes
Special education:
Prescribed hours in a resource room
Placement in a resource room
Enrollment in a special school or a separate classroom in a regular school for learning disabled students
Individual education plan (IEP)
Educational therapySternberg has argued that early remediation can greatly reduce the number of children meeting diagnostic criteria for learning disabilities. He has also suggested that the focus on learning disabilities and the provision of accommodations in school fails to acknowledge that people have a range of strengths and weaknesses, and places undue emphasis on academic success by insisting that people should receive additional support in this arena but not in music or sports. Other research has pinpointed the use of resource rooms as an important—yet often politicized component of educating students with learning disabilities. Society and culture
School laws
Schools in the United States have a legal obligation to new arrivals to the country, including undocumented students. The landmark Supreme Court ruling Plyler v. Doe (1982) grants all children, no matter their legal status, the right to a free education. This ruling suggests that as a country we acknowledge that we have a population of students with specific needs that differ from those of native speakers.