Reading & Dyslexia
Approximately 80 percent of students with learning disabilities have been described as reading disabled. Resources within this section provide information and advice on what parents and educators can do to help students with LD gain reading skills.
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The identification of a child with dyslexia is a difficult process, but there are ways that parents and teachers can learn more about the reading difficulty and support the child's learning.
Do you think your child or student might have dyslexia? "Dyslexia Basics," a factsheet by International Dyslexia Association," tells you the definition, symptoms, causes and effects. Find out how to help.
This article describes the most common characterists of dyslexia and other learning disorders, and what you can do if you suspect your child has a problem.
Dyslexic parents talk about what it is like to have children with dyslexia. They speak of both the blessings and challenges.
Parents are often the first to suspect their child has a reading problem. An expert alerts parents to some of the earliest indicators of a reading difficulty.
Learning to read in a new language involves different skills than learning to speak. Here's how teachers can make sure ELLs are getting solid reading instruction.
Research-based information and advice for sizing up reading programs and finding the right one for your child with a learning disability.
With so much required of high schools today, there is little time or money to spend on the students who lack basic skills. This article presents important factors leading to success for struggling adolescent readers, taken from successful reading programs.
This article presents a variety of memory strategies. As parents, we need to pay attention to our child's reaction to the strategies and help our child select and use strategies that are comfortable and most closely match his or her preferred learning style.
In the first chapter of her book, Homeschooling Your Struggling Learner, Kathy Kuhl explains how she came to the realization that school wasn't working for her son and decided to do what she never thought she could: stay home and teach him.
Many young readers are puzzled by the rules and exceptions of spelling. Research shows that learning to spell and learning to read rely on much of the same underlying knowledge. Learn more about the relationships between letters and sounds and how a proper understanding of spelling mechanics can lead to improved reading.
Suggestions for fostering independent reading include: (a) Give children books that are not too difficult. (b) Help them find books they will enjoy. (c) Encourage them to try many kinds of material. Although independent reading cannot substitute for teaching decoding, it improves reading comprehension and the habit of reading.
Teachers' grouping practices during reading instruction can serve as a critical component in facilitating effective implementation of reading instruction and inclusion of students with disabilities in general education classes. In this article, we provide an overview of the recent research on grouping practices (whole class, small group, pairs, one-on-one) during reading instruction for students with disabilities.
"Eddie Enough!" author, Debbie Zimmet shares her inspiration for her book about a third grader, Eddie, whose "...first word was a sentence and I haven't stopped talking since." This short and insightful interview discusses her book about a boy who can't sit still. He wonders why others don't want him as a partner for class projects.