Researchers have identified three kinds of developmental reading disabilities that often overlap but that can be separate and distinct: (1) phonological deficit, (2) processing speed/orthographic processing deficit, and (3) comprehension deficit.
Professional school counselors can be more effective in their work with parents of students with disabilities — as well as with the students themselves, their teachers, and other students — if they understand parent perspectives. Parents’ areas of concern are described, and implications for school counselors are discussed.
Children’s picture books about autism can be a valuable resource for teachers in inclusive classrooms attempting to teach awareness, empathy, and acceptance among students. This article provides instructional tips for educators and offers suggestions for using children’s picture books about autism to encourage positive, inclusive instruction.
Learn some best practices in helping children with language processing issues learn to read in this Q&A with expert Nanci Bell, director of Lindamood-Bell Learning Processes. Find out what works with children who have weaknesses in concept imagery or symbol imagery.
Children with vocabulary weaknesses are especially vulnerable to difficulties with reading comprehension from the middle elementary grades onward. Vocabulary weaknesses may affect school achievement in many areas beyond reading, including written expression, mathematics, and performance in content subjects such as social studies and science.
A look at three pivotal longitudinal studies that clearly show: Late bloomers are rare; skill deficits are almost always what prevent children from blooming as readers.
Reading ability is determined by many factors, and requires the development of certain skills through early reading instruction to attain initial success and build on it.
Differentiation means tailoring instruction to meet individual needs. Whether teachers differentiate content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping makes this a successful approach to instruction.
Review well-established scientific findings about reading and their practical implications, for children with and without reading disabilities. In addition, consider some broader ways that science may be useful to educators and get suggestions for individual teachers interested in becoming more familiar with scientific research on reading.
Most kids love stories, but not all love to read. Discover 10 creative ways to encourage active kids who would rather run than read, to enjoy digging into books.
Some parents are reluctant to contact their child’s teacher. Don’t be! A quick conversation or email exchange can go a long way toward resolving issues. Here are three situations where parent contact is a good idea.
Tutoring offers kids the special one-on-one attention that busy teachers often can’t provide. From simplehomework help to intensive work on basic skills, tutoring can offer just the boost your childneeds to succeed.
Children who aren’t motivated to read can benefit from support at home. Learn what parents can do to make reading a more enjoyable experience for struggling readers in this interview with Dr. Marie Carbo.
A child’s background and prior experiences can contribute to increased risk of reading problems. However, the are four factors that hinder reading development regardless of a child’s background. Find out what they are in this brief overview.
Children may struggle with reading for a variety of reasons, including limited experience with books, speech and hearing problems, and poor phonemic awareness.
Knowing which children are more likely to be at risk for reading problems allows for early intervention to prevent the majority of these problems from developing. Learn what group and individual factors make certain children at risk.
Many professionals are involved in the diagnosis of LD: psychologists, educational specialists, and other professionals who work in specialized fields such as speech and language. This article identifies licensure requirements and who can diagnose LD and/or ADHD.
Learn how to write Individualized Education Plan (IEP) goals that are SMART (specific, measurable, use action words, realistic, and time-limited) and based on research-based educational practice.
