Academic Interventions for Children with
Dyslexia who have Core Phonological Core Deficits
http://ericec.org/digests/e539.html
Dyslexia is a neurocognitive deficit that is specifically related to the
reading and spelling processes. Typically, children classified as dyslexic are
reported to be bright and capable in other intellectual domains. Current
research indicates that the vast majority of children with dyslexia have
phonological core deficits.
Beginning Reading and Phonological
Awareness for Students with Learning Disabilities
http://ericec.org/digests/e540.html
Key to the process of learning to read is a student's ability to identify the
different sounds that make words and to associate these sounds with written
words.
Dyslexia
http://www.LD.org/info/indepth/dyslexia.cfm
Reading disabilities are neurological disorders and occur when an individual's
reading achievement is markedly below the level expected given the person's
intelligence, age, and educational opportunities. This disorder is not due to a
physical disability, such as a visual problem. Instead, it is a problem in how
the brain processes the information as the individual is reading.
Learning to Read, Reading to Learn -
Helping Children with Learning Disabilities to Succeed
http://idea.uoregon.edu/~ncite/programs/read.html
The National Center to Improve the Tools of Educators released research results
that shed light on the skills and understandings about literacy which children
must acquire in order to learn to read.
"Reading Disability" or "Learning
Disability": The debate, the models of dyslexia and a review of research
validated reading programs
http://www.ldonline.org/ld_indepth/reading/reading_approaches.html
This article reviews the shift in policy focus and concerns about the shift.
Four models of reading/learning disabilities, or dyslexia, are presented. It is
suggested that teaching strategies for reading need to take into account the
nature of a student's reading disability. Five research validated reading
programs are then reviewed. Links are provided to the supporting research
studies.
Reading and Learning Disabilities
http://www.nichcy.org/pubs/factshe/fs17txt.htm
This digest provides parents with information
about the problems many children, youth, and adults experience with
learning—in particular, with learning to
read.
Strategic Processing of Text: Improving
Reading Comprehension for Students with Learning Disabilities
http://ericec.org/digests/e599.html
Strategic processing is the ability to control and manage one's own cognitive
activities in a reflective, purposeful fashion, and involves metacognition, the
ability to evaluate whether one is performing successfully. Research shows that
instruction can improve students' strategic processing of text. This digest
summarizes relevant research and promising practices in the strategic
processing of text, focusing first on the strategic processing of narrative and
then expository text.
Success with Reading and Spelling –
Students Internalize Words Through Structured Lessons
http://www.asdk12.org/depts/step/disability/documents/SuccessReading.pdf
This article from Teaching Exceptional Children describes the structured
internalization spelling method, which uses a series of small, graduated steps
to teach students with learning disabilities to transcribe phonological sounds
(phonemes) as alphabetic letters (graphemes) onto paper. The implementation of
the program and the benefits of structured internalization are presented along
with a sample lesson plan.
Using Collaborative Strategic Reading
http://www.asdk12.org/depts/step/disability/documents/Collaborative.pdf
This article from Teaching Exceptional Children describes collaborative
strategic reading (CSR), a technique for teaching students, such as those with
learning disabilities, reading comprehension and vocabulary skills in a
cooperative setting. Covers teaching the four strategies of CSR (preview, click
and clunk, get the gist, and wrap up), as well as teaching students cooperative
learning group roles, and monitoring groups.
