One of the most well-known instructional methods used to enhance Chinese character reading (CCR) is Chinese stem-deriving instruction (CSDI). In this method, CCR is taught via a group of characters (e.g., [foreign character omitted], [foreign character omitted], and [foreign character omitted]) that share the same stem (e.g., [foreign character…

The teaching of first-degree equations is a key point in secondary school curricula and requires the careful planning and selection of appropriate teaching materials. On the other hand, dyslexia, a specific learning disability, is increasingly common in the classroom. Thus, in the context of inclusion, the teaching methodology used by the…

Students with reading difficulties such as dyslexia receive most of their instruction in mainstream classrooms, but many teachers feel inadequately prepared to teach students with dyslexia and/or report that dyslexia was inadequately addressed in their training. However, depending on a school's organization, it may be sufficient that classroom…

At present, developmental dyslexia is classified as a specific language disorder recognised by inclusive educational laws in Spain and the United Kingdom. Phonological correspondence is very different in Spanish and in English, and the difficulties they entail for native speakers are also different. The predominance of English worldwide has led to…

This study explores how teachers perceive the distinct educational needs of bilingual students and students with dyslexia in formal education. Bilingual students with a migrant background often face learning difficulties due to challenges in academic language skills. In the Greek context, it has been observed that teachers may misinterpret these…

Literacy acquisition is a complex process with genetic and environmental factors influencing cognitive and neural processes associated with reading. Previous research identified factors that predict word reading fluency (WRF), including phonological awareness (PA), rapid automatized naming (RAN), and speech-in-noise perception (SPIN). Recent…

Over the last few decades, several definitions of dyslexia have centered on phonological awareness as the sole linguistic risk factor for developing dyslexia. Although difficulties with the acquisition and application of speech sounds can affect reading and spelling development, additional factors can as well and are included in other…

Purpose: According to the American Speech-Language-Hearing Association (ASHA), prevention, identification, assessment, and intervention of children who are learning to read and write are within the scope of practice for school-based speech-language pathologists (SLPs). Furthermore, for SLPs who work in the school setting, it is not uncommon to…

This study aimed to determine the knowledge level of primary school teachers regarding their gender-based variations and the obstacles they face with using Assistive Technologies (ATs) for students suffering from dyslexia and dysgraphia in Abu Dhabi, UAE. For this purpose, a three-point Likert scale questionnaire was used to get teachers'…

Handwriting is a useful skill through education, yet handwriting difficulties are common in students with Specific Learning Difficulties (SpLD), including Developmental Coordination Disorder. There are few practical tools to assess legibility, among these the Handwriting Legibility Scale (HLS) shows good reliability and validity for 9- to…

Prescreening children for specific learning disabilities, e.g., dyslexia, is essential for effective intervention. With a quick and reliable prescreening result, special education coordinators (SENCOs) can provide students with early intervention and relieve their learning pressure. Unfortunately, due to the limited resources, many students in…

The whole school approach (WSA) is often used in schools as a means of transformative change across many areas and involves many stakeholders. Many of the approaches used in WSAs are underpinned by psychological, social and educational theories. Although many of these approaches focus on vulnerable groups such as bullied and excluded children,…

Act 419 of the 2021 Louisiana Legislative Session requires each public school governing authority to submit a report to the Louisiana Department of Education (LDOE) annually relative to the occurrence of dyslexia. Act 622 of the 2022 Louisiana Legislature updated the due date of the report to December 15 to better align with reporting cycles. The…

This study investigates facial recognition and the role of theory of mind in Chinese children with dyslexia, addressing a significant gap in research on nonalphabetic dyslexia. Participants were 174 children (85 with dyslexia, 89 typically developing) in Grades 4-6 in Taiwan. Facial recognition, theory of mind, and visual perception were assessed…

Purpose: Despite appropriate speech-language therapy interventions and school and university accommodations, college and university students with developmental reading (specific reading learning disorder [SRLD]) and spelling (specific spelling learning disorder [SSLD]) difficulties continue to experience difficulties in adulthood, notably for…