Dyslexia is the most common learning disability. Knowledge about dyslexia is thus essential for its prevention and early identification. Despite recent advances in dyslexia grounded in the science of reading and the science of teaching reading, it remains unclear the extent to which different professionals who work with children diagnosed with…

Occupational therapists have a long standing history of working side by side teachers to enhance the writing skills of children. More recently, therapists are now promoting literacy and sharing their expertise with fellow professionals. This review will highlight research and resources occupational therapists can utilize to facilitate the literacy…

Dyslexia and other learning disabilities are not being properly recognized and treated in our educational system or society at large. Unrecognized and untreated learning disabilities represent a serious social and economic problem, not only to the individual but to society as a whole. For example, antisocial behavior, as seen in prison populations…

The purpose of this study was to illustrate the use of the randomization test for single-case research designs (SCR; Kratochwill & Levin, 2010). To demonstrate the application of this approach, a systematic replication of Grünke, Wilbert, and Calder Stegemann (2013) was conducted to evaluate the effects of a story map to improve the reading…

The "Dyslexia Training Program," developed at the Texas Scottish Rite Hospital for Children, is a Tier III reading intervention program that provides intensive phonics instruction to children with dyslexia, primarily in grades two through five. It is a comprehensive two-year program that bridges the gap for school districts in which a…

The Great Leaps Reading Program (GLRP) was developed to supplement the reading instruction of students with reading difficulties (Campbell, 1995). Repeated readings, within each component of the GLRP intervention, were used until a predetermined criterion for mastery was achieved. Three secondary students educated in a rural, Title One school…

This work examines the role of morphological awareness in contrast to phonological processing in reading comprehension amongst two groups of native Arabic children: a group with learning disabilities (LD) and a mainstream group who were matched to the LD group in age or reading level. Measures of reading comprehension fluency, phonological skills,…

The "Barton Reading & Spelling System"[R] is a one-to-one tutoring system designed to improve the reading, writing and spelling skills of children, teenagers, or adults who struggle due to dyslexia or another learning disability. Although the program is designed to be one-to-one, it may also be used in a small group setting, but each…

Williams syndrome is a rare neurodevelopmental disorder caused by deletion of approximately 25 genes on chromosome 7q11.23. Children with the syndrome evidence large individual differences in both broad language and reading abilities. Nevertheless, as a group, children with this syndrome show a consistent pattern characterized by relative…

How children feel about school and about themselves in the early years can set the stage for their future success in school and in life. Learning to read and write in those early years is pivotal: children who are not successful by the end of grade three have little chance of ever becoming fully literate. This failure diminishes their chances of…

Results of an exploratory study of eligibility decisions made for 19 Spanish-speaking English language learners (ELLs), who qualified for special education in early childhood and subsequently received special education reading instruction, are reported. Full and individual evaluations revealed that only 9 students demonstrated significant…

In its present form, the Stanford-Binet Intelligence Scale lends itself to the selection of instructional strategies in reading for children with learning problems. The data on cognitive skills obtained provide important insight into cognitive strengths and weaknesses that may be related to academic functioning. (JPS)

This study examined the effects of systematic instruction emphasizing phonological awareness using three groups of readers (single deficit, double deficit and no deficit) aged 6:6 to 9:3. Twenty nine subjects identified with language-based learning deficits were assigned to a group based on assessment of phonological core deficit areas. After nine…

Data from a study on silent classroom reading with 105 learning disabled students (aged 6-12 years) are reanalyzed using linear structural equation modeling. It appears that, when entry-level abilities are controlled, silent reading did not have a significant effect on posttest reading performance. (TJH)

The evidence presented in this paper suggests that deficits in selective skills are primary factors in learning disabilities, and that aptitude/treatment interaction models may be useful in devising teaching methods for the reading instruction of learning disabled children. After reviewing various approaches to teaching reading to learning…