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Direct linkMatthias Grünke; Janina Kahn-Horwitz; Marlene Saban; Anne Barwasser – International Journal for Research in Learning Disabilities, 2024
Reading comprehension is a fundamental and indispensable skill for academic achievement and daily functioning. Sadly, a significant number of children and youth, particularly those diagnosed with learning disabilities (LD), encounter difficulties in acquiring this vital capability. Thankfully, several well-established approaches exist to offer…
Descriptors: Grade 5, Students with Disabilities, Learning Disabilities, Elementary School Students
Musti-Rao, Shobana; Hawkins, Renee O.; Barkley, Elizabeth A. – Preventing School Failure, 2009
Oral reading fluency, which includes the effortless and smooth oral production of text, is an essential part of deriving meaning from text. Fluency is a particularly important skill in upper elementary school grades when students are exposed to higher level reading materials. The authors evaluated the effects of a repeated readings intervention…
Descriptors: Reading Materials, Intervention, Reading Fluency, Reading Failure
Download full textMcIntyre, Laureen; Protz, Susan; McQuarrie, Lynn – Developmental Disabilities Bulletin, 2008
The purpose of this study was to determine if phonemic awareness skills improved for first grade students classified as at-risk whose teachers used the Lindamood Phoneme Sequencing Program (LiPS; Lindamood & Lindamood, 1998). Students' scores on a Kindergarten screening tool (Learning Disabilities Working Committee-LDWC, 2005) were compared to…
Descriptors: Phonemics, Learning Disabilities, Reading Failure, Phonemic Awareness
Therrien, William J.; Wickstrom, Katherine; Jones, Kevin – Learning Disabilities Research & Practice, 2006
Research was conducted to ascertain if a combined repeated reading and question generation intervention was effective at improving the reading achievement of fourth through eighth grade students with learning disabilities or who were at risk for reading failure. Students were assigned to a treatment or control group via a stratified random…
Descriptors: Reading Achievement, Questioning Techniques, Teaching Methods, Instructional Effectiveness
Peer reviewedDowning, John – Elementary School Journal, 1977
Presents examples of the social causation of reading handicaps from a cross-cultural study of 14 countries called the Comparative Reading project. The study compared ways children were taught to read. (BF/JH)
Descriptors: Cross Cultural Studies, Cultural Influences, Foreign Countries, Learning Disabilities
Ngandu, Kathleen M. – 1981
This handbook contains advice for the teacher in diagnosing dyslexia and developing an individualized program for overcoming severe reading problems. Observable characteristics of dyslexia are listed as an aid to the teacher's diagnosis, but it is emphasized that cooperation between the teacher and a reading specialist is of great importance in…
Descriptors: Dyslexia, Educational Strategies, Elementary Education, Instructional Materials
Ansara, Alice, Ed. – Bulletin of the Orton Society, 1979
This bulletin is published annually in the interest of children with learning disabilities, language disabilities, or dyslexia. The 22 articles discuss the following topics: current issues in dyslexia, language disorders, subgroups in dyslexia, specificity and parameters in defining dyslexia, strategies for recognition and management of reading…
Descriptors: Cerebral Dominance, Dyslexia, Elementary Secondary Education, Higher Education
ELLINGSON, CARETH – 1967
INTENDED FOR PARENTS AND CLASSROOM TEACHERS, THE BOOK TRANSLATES THE OFTEN TECHNICAL PROFESSIONAL LITERATURE WHICH ALREADY EXISTS CONCERNING CHILDREN WITH LEARNING DISORDERS. DYSLEXIA (THE LACK OF ABILITY OR INABILITY TO READ) IS DISCUSSED, AND TWO CASE STUDIES ARE PROVIDED. MINIMAL BRAIN DYSFUNCTION AND THE RANGE OF ITS TERMINOLOGY AND SYMPTOMS…
Descriptors: Behavior, Case Studies, Children, Clinical Diagnosis
