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 you can do to help students with LD gain reading skills.
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The more a new vocabulary word is associated with ideas from students' own experience, the more likely the word will become well 'networked' and a permanent part of memory. Making these links involves elaborating definitions of new terms. This article offers teachers several ways to facilitate elaboration.
Actor and author Henry Winkler reminisces about how dyslexia impacted his school years in this article from Highlights for Children magazine. "Now I know," he writes, "that even if a person learns differently, he or she can still be filled with greatness."
Boys may encounter stereotypes that make developing a life-long love of reading more difficult. This article examines those negative perceptions, and gives parents a list of concrete suggestions to combat stereotyping.
Learn about the common signs of dyslexia, how parents can support their child and celebrate their strengths, the role of assistive technology, how the latest brain research can help kids with dyslexia, and more.
Learn about fluency assessment, the importance of fluency in building comprehension skills, finding the right book level for kids, effective classroom strategies like reader's theater and choral reading, and more.
When attempting to decipher the meaning of a new word, it is often useful to look at what comes before and after that word. Learn about the six common types of context clues and how teachers can provide struggling students and those with learning disabilities with direct instruction in how to use these clues.
By incorporating differentiated models, practicing visualization, and supporting your students as they visualize (drawing on principles for Universal Design for Learning), you can help your students learn to use all of their senses to engage with and imagine the world of a text, and to bring that world to life as they read.
A look at three pivotal longitudinal studies that clearly show: Late bloomers are rare; skill deficits are almost always what prevent children from blooming as readers.
Both students and educators become frustrated when students beyond 3rd grade display reading difficulties. These research-based reading strategies can build a foundation for reading success in students of all ages.
About 10 million children have difficulties learning to read. Children with reading difficulties stop and start frequently, mispronouncing some words and skipping others entirely. In the later grades, when children switch from learning to read to reading to learn, reading-impaired children are kept from exploring science, history, literature, mathematics and the wealth of information that is presented in print.