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.
Find guidance on determining text readability, the importance of using grade-level texts, how to scaffold complex texts, and when to use predictable, decodable, and controlled vocabulary texts.
Learn about the typical stages we see in children as they become readers, from pre-K through high school. Literacy begins with a strong foundation in oral language comprehension and word recognition (decoding).
Through Universal Design for Learning and a model of inclusivity, the Bartholomew Consolidated School Corporation helps all students, including students with autism, succeed together.
Learn what reading fluency is, why it is critical to make sure that students have sufficient fluency, how we should assess fluency, and how to best provide practice and support for all students.
This article, from the American Speech-Language-Hearing Association, distinguishes auditory processing disorder from other disorders. Symptoms and treatment are described. An explanation is provided of the role of the multidisciplinary team and the role of the audiologist, which is the only profession that can legitimately diagnose auditory processing disorders.
Dysgraphia is a learning disability that affects a child’s handwriting. Children with dysgraphia usually have other problems such as difficulty with written expression. Learn more about causes, the importance of early assessment, dysgraphia and spelling, and effective instructional strategies that strengthen written language skills.
Expressive language and visual memory are two examples of the 14 processing deficits discussed in this article. Learn about each processing deficit and effective classroom strategies that can help your students.
Text types refer to the broad categories of writing or genres that present stories, ideas, and information in distinct ways. Each text type has unique characteristics and structures to guide readers and writers.
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.
