What percentage of students with specific learning disabilities receiving special education services have a deficit in reading?

The statistic indicating that 70-80% of students with specific learning disabilities who receive special education services have a deficit in reading reflects the significant overlap between learning disabilities and reading difficulties, particularly dyslexia. This percentage underscores the prevalence of reading challenges within this population, which is often the primary area of concern that leads to the identification of a specific learning disability.

Reading is a foundational skill that influences overall academic achievement, making it a focal point in evaluations and interventions. The high percentage demonstrates the need for targeted strategies and support to address reading deficits, as many students with specific learning disabilities struggle with phonemic awareness, decoding, fluency, and comprehension.

This insight is crucial for educators and therapists as they develop interventions tailored to these students, ensuring that reading instruction is appropriately designed to meet their unique needs and help them progress academically.