Dyslexia is a difficulty in learning to decode (read aloud) and to spell. DSM5 classifies dyslexia as one form of neurodevelopmental disorder. Neurodevelopmental disorders are heritable, life-long conditions with early onset. For many years, research on dyslexia proceeded on the basis that it was a specific learning difficulty -- specific meaning…

This study identified the effectiveness of using a phonological awareness-based instructional program in developing the phonetic sequential-memorization skill among students with learning disabilities in the Aseer region. The study sample consisted of forty students from the third, fourth, fifth, sixth, and seventh grades, selected from schools in…

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…

Students with ASD present as unique learners with individual characteristics which may impact their reading performance, particularly related to word reading and comprehension. While a relatively new area of research in reading, students with ASD demonstrate a pattern of below average performance on standardized measures of reading achievement,…

This study investigated whether students with reading disabilities (RD) showed greater regression in reading skills than did non-RD students over the summer vacation. The RD group consisted of 30 students in grades 4 to 6 from a private school for students with learning disabilities and a comparison group of 30 average readers in grades 4 to 6…

Children with hyperlexia display spontaneous superior word decoding ability before the age of five but impaired listening and reading comprehension. They have direct phonological processing of any given text with apparent ease and often well beyond their vocabulary usage. Though they can recognise and read words, words appear meaningless. As a…

With the new edition of this activity book--the companion to Judith Birsh's bestselling text, "Multisensory Teaching of Basic Language Skills"--students and practitioners will get the practice they need to use multisensory teaching effectively with students who have dyslexia and other learning disabilities. Ideal for both pre-service teacher…

Two struggling fourth-grade readers with learning disabilities who have severe deficits in word recognition, comprehension, and reading fluency improve their reading skills using a method that combines intensive word study with the timed repeated reading of poetry. The direct instruction included semantics, morphology, orthography, and…

The main goal of the present study was to examine the efficacy of a multi-component programme to improve reading fluency and text comprehension in Spanish children with reading disabilities (RD). Special needs teachers were trained in the application of the programme, which included repeated reading plus phonological awareness training and…

Previous "selective" meta-analyses of the literature relating to the IQ-achievement discrepancy model of specific learning disability identification have concluded that "underachieving" and "low-achieving" poor readers do not differ in any educationally meaningful way. Underachievers are those poor readers who qualify as learning disabled using an…

The Lindamood Phonemic Sequencing (LiPS)[R] program (formerly called the Auditory Discrimination in Depth[R] [ADD] program) is designed to teach students skills to decode words and to identify individual sounds and blends in words. The program is individualized to meet student needs and is often used with students who have learning disabilities or…

The issue of identifying reading difficulties and disabilities in English language learners (ELLs) is a complex one. It is an area that draws on the diverse disciplines of first- and second-language acquisition, literacy, English language learning, and reading, including differences and disabilities research. This literature review aims to…

Creating accessible and engaging lessons for students with reading disabilities (RD) in inclusive classrooms is particularly challenging for special educators in upper elementary and middle school settings. Older students with RD have difficulty accessing the texts that serve as the basis for instruction, and years of repeated failure can leave…