Reading

Reading Development and Suggestions for Teaching Reading to Students with Learning Disabilities, Part One
Patricia Gildroy and Donald D. Deshler
Reprinted from Insights on Learning Disabilities: From Prevailing Theories to Validated Practices
September 2005 Volume 2, No. 2

What is reading, and why is it so difficult to learn to read for many individuals with learning disabilities? These questions have plagued the field of education for decades. After years of focused research, researchers are finding answers. This two article series gives a broad overview of the development of reading, the challenges individuals with reading disabilities face, and the types of interventions needed to help struggling readers become stronger readers. This article addresses the ramifications of poor reading skills, the major components in learning to read, characteristics of students with learning disabilities, and the stages of word recognition. The second article Volume 3, No. 1 primarily focuses on reading comprehension.

Reading Development and Suggestions for Teaching Reading to Students with Learning Disabilities, Part Two
Patricia Gildroy and Donald D. Deshler
Reprinted from Insights on Learning Disabilities: From Prevailing Theories to Validated Practices
March 2006 Volume 3, No. 1

Can you name several literary works that have touched your soul, swept you across the universe, enchanted you, roused you curiosity, simply amused you, or made you question your or society’s values. Across time and space, you can experience authors’ thoughts and words without leaving your home. The rewards of reading are great; reading can touch your heart, your soul, and your intellect. This is what we want all children to experience while reading, especially those for whom reading has been a struggle.

Kindergarten Reading Interventions for At-Risk Students: Twenty Years of Research
Christie L. Cavanaugh, Ae-Hwa Kim, Jeanne Wanzek, and Sharon Vaughn
Reprinted from Learning Disabilities: A Contemporary Journal
September 2004 Volume 3, No. 2

Findings from a synthesis of 27 intervention studies that examined the effects of school-based reading interventions for kindergarten students at-risk for reading difficulties are reported. Results indicated that reading interventions were effective for improving reading outcomes for kindergarten students with disabilities and those at-risk for reading difficulties (i.e., low socioeconomic status, low phonological awareness, or low letter naming ability). Although there is variation among intervention types and delivery, certain features (e.g., phonemic awareness component, small group size, intensity of 15–30 minutes) produced the largest effects. The findings were consistent with converging evidence that early intervention for the prevention of reading difficulties is effective for kindergarten students.

Decoding and Spelling Accommodations for Postsecondary Students Demonstrating Dyslexia -- It's More Than Processing Speed
Noel Gregg, Cheri Hoy, Donna Ann Flaherty, Peggy Norris, Christopher Coleman, Mark Davis, and Michael Jordan
Reprinted from Learning Disabilities: A Contemporary Journal
March 2005 Volume 2, No. 1

The vast majority of students with learning disabilities at the postsecondary level demonstrate reading decoding, reading fluency, and writing deficits. Identification of valid and reliable psychometric measures for documenting decoding and spelling disabilities at the postsecondary level is critical for determining appropriate accommodations. The purpose of this study was threefold: (a) to examine the relationship between specific Woodcock-Johnson III Cognitive and Achievement clusters (WJ III; Woodcock, McGrew, & Mather, 2001) across populations with and without dyslexia at the postsecondary level; (b) to identify the strongest WJ III cognitive predictors for decoding, spelling, and reading fluency across college students with and without dyslexia; and (c) to discuss the implications of the findings for assessment and accommodation practices for secondary and postsecondary students. A total of 101 college students with documented dyslexia and 100 college students without disabilities participated in the study. Both word knowledge and processing speed were found to significantly influence performance in very different ways.