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Addressing Dyslexia Within MTSS
 According to the International Dyslexia Association (2008), dyslexia is a specific learning disability that is characterized by difficulties with accurate and/or fluent word recognition and decoding abilities. The International Dyslexia Association (2008) points out that it is possible to identify potential reading problems in young children even before the problems turn into reading failure. Read More
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Dyslexia independent of IQ
 About 5 to 10 percent of American children are diagnosed as dyslexic. Historically, the label has been assigned to kids who are bright, even verbally articulate, but who struggle with reading - in short, whose high IQs mismatch their low reading scores. On the other hand, reading troubles in children with low IQs have traditionally been considered a byproduct of their general cognitive limitations, not a reading disorder in particular. Read More.
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Brain Imaging Study Shows Physiological Basis of Dyslexia
Researchers at the Stanford University School of Medicine have used an imaging technique to show that the brain activation patterns in children with poor reading skills and a low IQ are similar to those in poor readers with a typical IQ. The work provides more definitive evidence about poor readers having similar kinds of difficulties regardless of their general cognitive ability. Read More |
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A Parent Guide to Response-to-Intervention
 Millions of school-age children experience difficulties with learning. Their struggles in school may be due to factors such as cultural or language differences, poor attendance or a lack of appropriate instruction. In some cases, a disability such as a learning disability can make learning difficult for a child. The National Center for Learning Disabilities' RTI Action Network has developed this guide for parents and schools involved in implementing response to intervention (RTI) in the elementary grades. Read More.
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