In the updated third edition of this unique book, Catherine McBride looks at reading and writing development and impairment across a range of languages, scripts, and contexts. This new edition highlights multiliteracy and multilingualism and broadly explores the science of reading. A timely and important contribution to our understanding of…

This article was adapted from the E. L. Thorndike Address that I delivered at the August, 2019 meeting of the American Psychological Association in Chicago. I trace my career as an educational psychologist in the context of the enormous changes, both theoretical and societal, that occurred during my years as an active researcher. Reading, the…

Manipulative objects have long been an essential tool in the development of mathematics knowledge and skills. A growing body of evidence suggests using manipulative letters for decoding practice is an also an effective method for teaching reading, particularly in improving the phonological and decoding skills of students at risk for reading…

Structured Literacy (SL) approaches are often recommended for students with dyslexia and other poor decoders (e.g., International Dyslexia Association, 2017). Examples of SL approaches include the Wilson Reading System (Wilson, 1988), Orton-Gillingham (Gillingham & Stillman, 2014), the Lindamood Phoneme Sequencing Program (Lindamood &…

This tenth edition of the best-selling book teaches reading using sounds and spelling patterns. These sounds and patterns are introduced one at a time, and slowly built into words, syllables, phrases, and sentences. Simple step-by-step directions begin every lesson. Although originally designed for K-2 emergent readers, this award-winning book is…

The ability to learn is an important life skill. It is a critical skill for participation in all aspects of life, including school, work, and the community. It is a major key to accessing knowledge, gaining independence, and exercising life choices. Many people believe that individuals with moderate disabilities cannot learn how to read. They…

Knowledge of patterned books provides the reader with a framework of mutually understood rules between the author and the reader. This schema of rules guides the reader to predict the story grammar and the progression of the text that has been recorded by the author. These patterns act as an additional cueing system and aid special needs students…

Response to Intervention (RTI) is an instructional framework through which schools can provide early intervention for students experiencing academic and behavioral difficulties. It is also promoted as an alternative to the IQ-discrepancy model for identifying students with learning disabilities. Most states have developed, or are developing,…

This article presents an interview with Dr. Sylvia O. Richardson, a pediatrician, speech-language pathologist, researcher, scholar, teacher, and clinician, who has been involved in the field of language-learning disabilities for many years. Widely-published in the areas of language disorders and dyslexia, and a former President of the American…

The use of the term "response to intervention" focuses on its potential utility for diagnosis of learning disabilities. In this context, "response to intervention" can be understood as a diagnostic approach for determining which students are entitled to special educational services. It is important to notice that the validity of the RTI diagnostic…

The article describes a beginning reading program that was planned and implemented by an interdisciplinary team for 14 first-grade language-handicapped children. (DLS)

The development of a positive relationship between a teacher and a sixth grader with a learning disability (LD) is described, based on interviews and observations over a school year. Insights that the teacher developed into education of LD students, based on the student's attitudes, family relationships, and earlier experiences, are offered. (SW)

The ABDs of Reading program provides explicit training in phoneme analysis and phoneme blending, letter-sound correspondences, and decoding to learning disabled children. No extensive teacher-training, teacher-aids, or other unusual classroom support is required. (Author/CP)

This article is based on the presidential address I delivered at the 12th annual meeting of the Society for the Scientific Study of Reading, held in June 2005 in Toronto. I trace the development of my interest in instructional research in, first, beginning reading and, more recently, in comprehension, and I describe studies designed to improve the…

The paper describes an instructional program that teaches basic decoding skills to learning disabled children, presents the rationale for its development, and offers results of field trials designed to evaluate its effectiveness. The program "ABD's (analysis, blending, decoding) of Reading," initially focuses on auditory tasks and the…