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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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.
Many teachers will be using supplemental phonics and word-recognition materials to enhance reading instruction for their students. In this article, the authors provide guidelines for determining the accessibility of these phonics and word recognition programs.
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.
The good news is that we have had a scientific breakthrough in our knowledge about the development of literacy. We know a great deal about how to address reading problems even before they begin...The tragedy is that we are not exploiting what we know about reducing the incidence of reading failure. Specifically, the instruction currently being provided to our children does not reflect what we know from research.
The goal of any multisensory structured language program is to develop a student's independent ability to read, write and understand the language studied.