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.
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.
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.
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.
There is no single “best” program for teaching reading. However, scientific investigators agree about the need for instruction to address certain key abilities involved in learning to read.
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.
Reading difficulties likely occur on a continuum, meaning that there is a wide range of students who experience reading difficulties. There are those students who are diagnosed with a learning disability. There is also an even larger group of students who do not have diagnoses but who need targeted reading assistance.
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."
The specific signs of dyslexia, both weaknesses and strengths, vary widely. Problems with oral language, decoding, fluency, spelling, and handwriting are addressed, as well as strengths in higher order thinking skills.
The earliest clues involve mostly spoken language. The very first clue to a language (and reading) problem may be delayed language. Once the child begins to speak, look for difficulties with rhyming, phonemic awareness, and the ability to read common one-syllable words.
Learn about how the specific signs of dyslexia, both weaknesses and strengths, in any one individual will vary according to the age and educational level of that person.
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.
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.