**5. Conclusion**

The use of diverse methods to identify learning disabilities, and a lack of consensus on the factors that explain their appearance, together account for a dearth of studies on programs applied to prevent these problems. In the case of models used to identify learning disabilities, we find a controversy between diagnostic models and models based on response to intervention. As for predictive factors, there seems to be a consensus on the importance of certain aspects: phonological knowledge, speech perception, letter knowledge, naming speed, and vocabulary. Agreement has not been reached, however, on how these factors relate to each other or on how much weight each one carries at different ages and in languages with different spelling transparency.

Finally, we note that the programs that have been designed for preventing learning disabilities share an emphasis on systematically fostering oral and written language in the classroom, and they begin to teach reading and writing from a young age. The benefits attained include reducing learning disabilities by a high percentage, and improved reading, writing, and mathematics, in the best cases.

In conclusion, more research is needed to help identify the risk factors for these problems, so that preventive programs that are effective in both the short and long term may be designed.
