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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.

There are 91 articles in this section.

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Clues to Dyslexia in Early Childhood

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.

Clues to Dyslexia in Young Adults and Adults

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.

Waiting Rarely Works: Late Bloomers Usually Just Wilt

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.

Dyslexia: Beyond the Myth

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.

Social and Emotional Problems Related to Dyslexia

Dyslexia is not an emotional disorder, but the frustrating nature of this learning disability can lead to feelings of anxiety, anger, low self–esteem and depression. Read scenarios in the dyslexic child's life that can give rise to social and emotional difficulties. Discover how to help children deal successfully with these challenges.

Learning Strategies

Dyslexia: What Brain Research Reveals About Reading

We've Been Waiting For This Moment... Are We Ready?

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!"

Interview with Author Debbie Zimmett

"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.

Lessons Learned

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.

Summer Learning Loss: The Problem and Some Solutions

An over

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.

Reading Researchers Question Result of National Reading Panel: Is Phonics the Best Choice?

Opening the Doors to Learning: Technology Research for Students with Learning Disabilities (Reading Skills)

Late-Emerging Reading Disabilities

Using Functional Analysis to Improve Reading Instruction for Students with Learning Disabilities and Emotional/Behavioral Disorders

The Clarifying Routine: Elaborating Vocabulary Instruction

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.

Researchers Urge Officials to Reject Reading Recovery

Supplemental Instruction in Decoding Skills for Hispanic and Non-Hispanic Students in Early Elementary School: A Follow-up

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