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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Interview with Author Mark Smith
Mark Smith wrote from his experiences parenting a son with ADHD. "When we were reading everything we could find about the disorder, we were disappointed not to find more books from a child's point of view that showed other children in the same situation, a book to reassure kids that they aren't the only one this is happening to. That's why I wrote Pay Attention, Slosh!"
Is It a Reading Disorder or Developmental Lag?
How do parents know if their child's reading delay is a real problem or simply a "developmental lag?" How long should parents wait before seeking help if their child is struggling with reading? Susan Hall answers these questions.
Language-Based Learning Disability: What to Know
Language-based learning disabilities (LBLD) encompass a spectrum of cognitive and behavioral differences in processing, comprehending, and using language. Students with LBLD commonly experience difficulties with listening, speaking, reading, writing, spelling, math, organization, attention, memory, social skills, perseverance, and self-regulation. However, a teaching style that is specialized and structured enables students with LBLD to succeed. Learn the essential facts about how to foster the strengths of students with LBLD in this article.
Late-Emerging Reading Disabilities
Read tips for raising a child with dyslexia, written by a mother of a dyslexic son. This article describes how to get your child evaluated,how to hire and work with a tutor, and ways to work reading and academic skills into your daily life with your child, and how to handle the ups and downs of parenting a child who has troubles in school.
Literacy for All is a Noble Goal: The Significant Interaction of Learner History and Teacher Style
Multisensory Structured Language Programs: Content and Principles of Instruction
The goal of any multisensory structured language program is to develop a student's independent ability to read, write and understand the language studied.
Phonics and Word Recognition Instruction in Early Reading Programs: Guidelines for Accessibility
Many teachers will be using supplemental phonics and word-recognition materials to enhance reading instruction for their students. In this article, the authors provide guidelines for determining the accessibility of these phonics and word recognition programs.
Phonological Awareness: Instructional and Assessment Guidelines
Q&A: I Have Dyslexia. What Does That Mean?
Shelley Ball-Dannenberg discusses her new children's book about what it’s like to have a reading disability.
Reading fluency encompasses the speed or rate of reading, as well as the ability to read materials with expression. Learn more about fluency and the best ways to help readers become fluent.
Reading Researchers Question Result of National Reading Panel: Is Phonics the Best Choice?
Reading Software: Finding the Right Program
With the range and variety of commercial software products on the shelves today, how can an educator or parent choose a program that will most benefit a particular student? Where are product reviews that can inform the decision?
Remediation Training Improves Reading Ability of Dyslexic Children
For the first time, researchers have shown that the brains of dyslexic children can be rewired -- after undergoing intensive remediation training -- to function more like those found in normal readers.
Researchers Urge Officials to Reject Reading Recovery
RTI and Reading: Response to Intervention in a Nutshell
RTI is not a particular method or instructional approach, rather it is a process that aims to shift educational resources toward the delivery and evaluation of instruction that works best for students. This article provides a quick overview of RTI as it relates to reading.
