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.
There are 99 articles in this section.
Sort by: | Date | Title |
A psychologist specializing in language-based learning disabilities explains how to talk to children about their LD: All the parts you need to be smart are in your brain. Nothing is missing or broken. The difference between your brain and one that doesn't have an LD is that your brain gets "traffic jams" on certain highways.
Jill Lauren's That's Like Me! is a book about 15 students with disabilities who face challenges in school but express their creativity and talents through hobbies. In the foreword, excerpted here, children's book illustrator Jerry Pinkney describes growing up with two personas: Jerry the gifted artist and Jerry the struggling reader.
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.
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?
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.
An expert shares her observations of a dyslexic student struggling to learn at school. Also included are numerous proven examples of differentiated instruction and accommodations that can help a student to succeed.
This report describes the adolescent literacy problem (grades 4 to 12), its consequences, and contributing factors. Guiding principles for assessment, instruction, and professional development, as well as recommendations for short-term and future consideration, are also addressed.
Studying a foreign language can be especially challenging for kids with oral and/or written language learning disabilities. The International Dyslexia Association looks at the kinds of problems students with both moderate and severe LD might manifest in foreign language classes, and lists some approaches teachers can employ to assist these learners.
This article describes the basic facts about dyslexia, a learning disability that most commonly affects reading, spelling, and writing.
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.
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.
Here are a dozen simple strategies to help your children keep the academic skills they learned during the school year. Support them as they read. Give them material that is motivating — and some of it should be easy. Help them enjoy books and feel pleasure — not pressure — from reading. The summer should be a relaxed time where their love of learning can flower.
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.
Dyslexic parents talk about what it is like to have children with dyslexia. They speak of both the blessings and challenges.
Screening, diagnosing, and progress monitoring are essential to making sure that all students become fluent readers — and the words-correct per-minute (WCPM) procedure can work for all three. Here's how teachers can use it to make well-informed and timely decisions about the instructional needs of their students.
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.
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.
Genetic differences in the brain make learning to read a struggle for children with dyslexia. Luckily, most of our brain development occurs after we're born, when we interact with our environment. This means that the right teaching techniques can actually re-train the brain, especially when they happen early.
Consider some excellent lesson models for teaching vocabulary, explaining idioms, fostering word consciousness, instruction for English Language Learners, and mnemonic strategies.
A majority of federal funding for intervention programs is allocated to elementary schools, but happens when students still struggle in middle and high school? This article investigates why some adolescent readers need more assistance, and what should be done to help them.