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Dyslexia is a language-based disability that interferes with the learning and processing of language. Individuals with dyslexia often have difficulty processing and comprehending spoken language, and expressing themselves verbally. Articles found here describe warning signs for dyslexia from young children to adults, and common myths surrounding dyslexia.
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By: Kristin Stanberry and Lee Swanson (2009)
Research-based information and advice for sizing up reading programs and finding the right one for your child with a learning disability.
By: Charles A. MacArthur (2009)
Learn from an expert why some kids with learning disabilities struggle with writing how some instructional approaches can help.
By: Ania Siwek (2009)
A psychologist specializing in language-based learning disabilities explains how to talk to children about their LD: All the parts you need to be smart are in your brain. Nothing is missing or broken. The difference between your brain and one that doesn't have an LD is that your brain gets "traffic jams" on certain highways.
By: Voice of America (2008)
This article describes the basic facts about dyslexia, a learning disability that most commonly affects reading, spelling, and writing.
By: LD OnLine (2008)
Learning disabilities (LD) come in several forms. Learn more about them, how they're identified — and what type of instruction benefits students with LD.
By: Jerome J. Schultz (2008)
The director of Learning Lab at Lesley University, explains that dyslexia is regarded as a neurobiological condition that is genetic in origin, which means it can run in families.
By: International Dyslexia Association (2008)
Spelling is a challenge for people with dyslexia. The International Dyslexia Association provides a fact sheet explaining why people with dyslexia have trouble spelling, how to find out the reasons a particular child has this difficulty, and how to help children with dyslexia spell better.
By: Regina G. Richards (2008)
This article discusses one component of writing mechanics — finesse with sound/symbol correspondence. It describes a method, called Memory Foundations for Reading, that can be used by a parent with a single child or a teacher with a group and which helps children use many senses to recall letter sounds.
By: Dale S. Brown and Karen Ford (2007)
Here are some concrete suggestions for teachers who want to communicate well with all of their students, especially English language learners and students with learning disabilities. Incorporate these suggestions and you will reach many more students.
By: International Dyslexia Association (2007)
Do you think your child or student might have dyslexia? "Dyslexia Basics," a factsheet by International Dyslexia Association," tells you the definition, symptoms, causes and effects. Find out how to help.
By: Dale S. Brown (2007)
Read a dozen strategies to help your children keep the academic skills they learned last year. Support them as they read. Give them material that is motivating – and some of it should be easy. Help them enjoy books and feel pleasure—not pressure from reading. The summer should be a relaxed time where their love of learning can flower.
By: Roxanne F. Hudson, Leslie High, and Stephanie Al Otaiba (2007)
The identification of a child with dyslexia is a difficult process, but there are ways that parents and teachers can learn more about the reading difficulty and support the child’s learning.
By: GreatSchools Editorial Staff (2007)
If you're thinking of hiring a private specialist to test your child for a learning disability, here are some key questions to ask yourself and the prospective evaluator.
By: Thomas S. May (2006)
Genetic differences in the brain make learning to read a struggle for children with dyslexia. Luckily, most of our brain development occurs after we're born, when we interact with our environment. This means that the right teaching techniques can actually re-train the brain, especially when they happen early.
By: Kathryn Drummond (2005)
Reading difficulties likely occur on a continuum, meaning that there is a wide range of students who experience reading difficulties. There are those students who are diagnosed with a learning disability. There is also an even larger group of students who do not have diagnoses but who need targeted reading assistance.
By: Sally E. Shaywitz (2004)
Find out how the specific signs of dyslexia, both weaknesses and strengths, in any one individual will vary according to the age and educational level of that person.
By: Sally E. Shaywitz (2004)
Learn about the specific signs of dyslexia in early childhood. Both weaknesses and strengths, in any one individual will vary according to the age and educational level of that person.
By: Suzanne Carreker (2004)
This article describes the most common characterists of dyslexia and other learning disorders, and what you can do if you suspect your child has a problem.
By: Society for Neuroscience (2004)
By: Lisa Trei (2003)
For the first time, researchers have shown that the brains of dyslexic children can be rewired -- after undergoing intensive remediation training -- to function more like those found in normal readers.
- For older articles, see the Dyslexia Archives >
