This article provides a current, comprehensive, and concise overview of the law specific to students with dyslexia in K-12 schools. It consists of (a) an overview of the applicable legal framework, which includes the federal foundation in the Individuals with Disabilities Education Act and Section 504 of the Rehabilitation Act, (b) a compact…

The ability to encode (spell) is an integral writing skill needed to communicate effectively. The ability to spell, also, enhances decoding as spelling and decoding are reciprocal skills that rely on knowledge of the same subskills. Spelling can also be particularly difficult for students with literacy and phonological-processing difficulties such…

Beginning with the 2020/21 school year, the Massachusetts Department of Elementary and Secondary Education (DESE) began collecting literacy screening assessment data from schools and districts participating in certain state grants. Screening assessment benchmark scores were available for just over 35,000 unique students across 2020/21 and 2021/22,…

The Reading to Ensure Academic Development (READ) Act is the signature literacy statute in Colorado. The READ Act prioritizes early literacy by ensuring all students achieve early-grade reading proficiency for later academic success. In 2019, the Colorado General Assembly passed revisions to the READ Act in S.B. 19-199, which were signed into law…

The purpose of the present research was to provide information to the community about the reading subskill profiles of children with dyslexia in primary and secondary school students. 175 children (aged 7-15 yrs) were examined on a varied set of phonological coding, spelling and fluent reading tasks. For this purpose, students' fluent reading were…

Since 1985, when Texas passed the first dyslexia law, there has been a profusion of dyslexia legislation across the country, with a rapid increase in recent years. Including Texas, which has multiple laws, 42 states have passed dyslexia legislation focused on identification, intervention, accommodations, funding, and/or dyslexia specialists. Seven…

The purpose of this research overview is to analyse literature on dyslexia and to identify and evaluate a range of inclusive classroom strategies which can influence the educational achievement of students with dyslexia. Tunmer and Greaney (2010) define dyslexia as "persistent learning difficulties" (p. 239) which present in…

In two experiments, the claim was tested that the font "Dyslexie", specifically designed for people with dyslexia, eases reading performance of children with (and without) dyslexia. Three questions were investigated. (1) Does the Dyslexie font lead to faster and/or more accurate reading? (2) Do children have a preference for the Dyslexie…

Dyslexia is known as a Learning Disability (LD), a reading disability and a neurological disability; yet there is confusion about dyslexia and the associated support required in learning. Challenges are experienced by adult students with dyslexia in both social and organisational contexts. This study explored the life experiences of adult students…

Many people with dyslexia experience numerous failures in their lifetime. This can reduce their life satisfaction and the sense of happiness. However, external support and one's personal resources, for example resiliency, aid in dealing with difficult situations. Our study verified the importance of resiliency and perceived social support for the…

Reading fluency involves a complex interaction of different cognitive skills and abilities that develop with instruction and practice and relies on the automaticity of many distinct reading skills (e.g., pacing, word recognition, expression, phonological awareness). Fluent reading frees cognitive resources, such as working memory, for more…

Dyslexia is a controversial concept. In UK universities, the number of students possessing a dyslexia diagnosis continues to increase. Legislation requires that teaching staff adapt their pedagogic practices to effectively include students so diagnosed. These actions depend on lecturers having up-to-date knowledge of what the dyslexia label…

We followed children at family risk of dyslexia and children with preschool language difficulties from age 3½, comparing them with controls (N = 234). At age 8, children were classified as having dyslexia or Developmental Language Disorder (DLD) and compared at earlier time points with controls. Children with dyslexia have specific difficulties…

The aim of this study was to examine (a) the development of vocabulary and grammar in children with family-risk (FR) of dyslexia and their peers with no such risk (NoFR) between ages 1;6 and 6;0, and (b) whether FR-status exerted an effect on the direction of temporal relationships between these two constructs. Groups were assessed at seven…

In the USA, many states have adopted response to intervention or multi-tiered systems of supports to provide early intervention. However, there is considerable variability in how states and schools implement RTI. Teachers are responsible for using student data from RTI to inform instructional decisions for students with or at risk for dyslexia, so…