Schools, and more specifically educators, have an important role to play in identifying individuals with learning disabilities; hence, the fact to be aware of is that learning disabilities do exist and they are neurologically linked disorders that make it difficult to acquire a specific academic skill (e.g. reading, writing, math, expressive language, etc.). In other words, students really struggle in an academic area, and they are not performing optimally in this area because of how their brain is wired; it is not because they are lazy, unmotivated, or uninterested in the subject matter! This results in advocacy for a proactive or remedial approach to teaching and learning skills.

This was prompted by research findings into the development of early literacy skills. The research study was conducted over four years into the effectiveness of early childhood interventions. It involves the implementation of literacy instruction programs based on the Science of Reading (SoR), the creation of a Mini-Library and periodic guided reading events.