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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 97 articles in this section.

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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

When Older Students Can't Read

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.

Dyslexic Talents and Nobel Prizes

Strategies That Work for Students Grade 9 to 12 with Dyslexia

Effective Reading Instruction for Struggling Spanish-Speaking Readers: A Combination of Two Literatures

Learning to read in a new language involves different skills than learning to speak. Here's how teachers can make sure ELLs are getting solid reading instruction.

Reading Fluency

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.

Literacy for All is a Noble Goal: The Significant Interaction of Learner History and Teacher Style

Instructional Grouping for Reading for Students with LD: Implications for Practice

Teachers' grouping practices during reading instruction can serve as a critical component in facilitating effective implementation of reading instruction and inclusion of students with disabilities in general education classes. In this article, we provide an overview of the recent research on grouping practices (whole class, small group, pairs, one-on-one) during reading instruction for students with disabilities.

What Science Offers Teachers of Reading

The Abilities of Those with Reading Disabilities: Focusing on the Talents of People with Dyslexia

Thomas West builds a case for the scientific study of gifts and talents thought to be associated with dyslexia. Such research would supplement the current research on correcting deficits, by discovering ways to maximize talents to overcome these deficits.

Celebrating Strengths and Talents of Children with Dyslexia: An Educational Model

Though children with dyslexia experience difficulties in processing the written language, they are often bright, creative, and talented individuals. Strengths may include mechanical aptitude, artistic ability, musical gifts, and athletic prowess. The dyslexic student may also evidence advanced social skills as well as talents in computer/technology, science, and math.

Why Reading Is Not a Natural Process

Whole Language Lives On: The Illusion of Balanced Reading Instruction

Children with LD as Emergent Readers: Bridging the Gap to Conventional Reading

For children at risk for reading failure, teachers can facilitate the exploration of emergent literacy elements, including phonological awareness, print awareness, narrative development, and early writing skills. This article provides specific activities and instructional techniques to help children develop emergent literacy elements.

General Information About Dyslexia

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