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Al Otaiba, Stephanie; Baker, Kristi; Lan, Patrick; Allor, Jill; Rivas, Brenna; Yovanoff, Paul; Kamata, Akihito – Annals of Dyslexia, 2019
In the USA, many states have adopted response to intervention or multi-tiered systems of supports to provide early intervention. However, there is considerable variability in how states and schools implement RTI. Teachers are responsible for using student data from RTI to inform instructional decisions for students with or at risk for dyslexia, so…
Descriptors: Elementary School Teachers, Knowledge Level, Response to Intervention, Program Implementation
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Woodcock, Stuart; Hitches, Elizabeth – Annals of Dyslexia, 2017
Despite strong support for inclusive education in principle, many teachers and administrators still demonstrate mixed responses to the inclusion of certain students in their classrooms. Students with specific learning difficulties (SpLD) form a large group of students in inclusive classrooms yet some provincial, state and national jurisdictions…
Descriptors: Secondary School Teachers, Outcomes of Education, Secondary School Students, Learning Disabilities
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Phillips, B. Anne Barber; Odegard, Timothy N. – Annals of Dyslexia, 2017
Dyslexia is a specific learning disability that impacts word reading accuracy and/or reading fluency. Over half of the states in the USA have passed legislation intended to promote better identification of individuals with dyslexia. To date, no study has been conducted to investigate the potential impact of state laws on the identification of…
Descriptors: Dyslexia, Laws, Learning Disabilities, Disability Identification
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Ring, Jeremiah J.; Avrit, Karen J.; Black, Jeffrey L. – Annals of Dyslexia, 2017
Thirty years ago in this journal, Aylett Royall Cox reported on the development of "Alphabetic Phonics," a revision of the existing Orton Gillingham treatment for children with dyslexia. This paper continues that discussion and reports on the evolution of that curriculum as it is represented in a comprehensive dyslexia treatment program…
Descriptors: Reading Instruction, Instructional Effectiveness, Dyslexia, Curriculum
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Kahta, Shani; Schiff, Rachel – Annals of Dyslexia, 2016
The aim of the present study was to investigate implicit learning processes among adults with developmental dyslexia (DD) using a visual linguistic artificial grammar learning (AGL) task. Specifically, it was designed to explore whether the intact learning reported in previous studies would also occur under conditions including minimal training…
Descriptors: Dyslexia, Learning Processes, Experiments, Adults
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Vagge, Aldo; Cavanna, Margherita; Traverso, Carlo Enrico; Iester, Michele – Annals of Dyslexia, 2015
The aims of this study were to analyze the relationship between dyslexia and eye movements and to assess whether this method can be added to the workup of dyslexic patients. The sample was comprised of 11 children with a diagnosis of dyslexia and 11 normal between 8 and 13 years of age. All subjects underwent orthoptic evaluation, ophthalmological…
Descriptors: Dyslexia, Patients, Visual Impairments, Eye Movements
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Ostad, Snorre A. – Annals of Dyslexia, 2015
The majority of recent studies conclude that children's private speech development (private speech internalisation) is important for mathematical development and subject to disabling. The main concern of the present study was whether or not the two phonological memory factors evaluated in the study (i.e. the results of children's digit span…
Descriptors: Inner Speech (Subvocal), Children, Phonological Awareness, Mathematics Education
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Harris, Karen R.; Graham, Steve – Annals of Dyslexia, 2013
By the upper elementary grades, writing becomes an essential tool both for learning and for showing what you know. Students who struggle significantly with writing are at a terrible disadvantage. Data from the National Assessment of Educational Progress indicate that only 25% of students can be classified as competent writers; students with…
Descriptors: Learning Disabilities, Writing (Composition), Writing Processes, Writing Ability
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Jimenez-Fernandez, Gracia; Vaquero, Joaquin M. M.; Jimenez, Luis; Defior, Sylvia – Annals of Dyslexia, 2011
Dyslexia is a specific learning disability characterized by difficulties with accurate and/or fluent word recognition and by poor spelling abilities. The absence of other high level cognitive deficits in the dyslexic population has led some authors to propose that non-strategical processes like implicit learning could be impaired in this…
Descriptors: Reading Difficulties, Learning Disabilities, Dyslexia, Word Recognition
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Washburn, Erin K.; Joshi, R. Malatesha; Cantrell, Emily Binks – Annals of Dyslexia, 2011
Reading disabilities such as dyslexia, a specific learning disability that affects an individual's ability to process written language, are estimated to affect 15-20% of the general population. Consequently, elementary school teachers encounter students who struggle with inaccurate or slow reading, poor spelling, poor writing, and other language…
Descriptors: Preservice Teacher Education, Preservice Teachers, Reading Difficulties, Written Language
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Woodcock, Stuart; Vialle, Wilma – Annals of Dyslexia, 2011
While claims of the importance of attribution theory and teachers' expectations of students for student performance are repeatedly made, there is little comprehensive research identifying the perceptions preservice teachers have of students with learning disabilities (LD). Accordingly, 444 Australian preservice primary school teachers were…
Descriptors: Attribution Theory, Preservice Teachers, Elementary School Teachers, Learning Disabilities
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Stothers, Margot; Klein, Perry D. – Annals of Dyslexia, 2010
It is not clear from research whether, or to what extent, reading comprehension is impaired in adults who have learning disabilities (LD). The influence of perceptual organization (PO) and phonological awareness (PA) on reading comprehension was investigated. PO and PA are cognitive functions that have been examined in previous research for their…
Descriptors: Reading Comprehension, Stimuli, Learning Disabilities, Reading Tests
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Snellings, Patrick; van der Leij, Aryan; Blok, Henk; de Jong, Peter F. – Annals of Dyslexia, 2010
This study investigated the role of speech perception accuracy and speed in fluent word decoding of reading disabled (RD) children. A same-different phoneme discrimination task with natural speech tested the perception of single consonants and consonant clusters by young but persistent RD children. RD children were slower than chronological age…
Descriptors: Reading Difficulties, Reading Fluency, Phonetics, Phonemes
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Odegard, Timothy N.; Ring, Jeremiah; Smith, Stephanie; Biggan, John; Black, Jeff – Annals of Dyslexia, 2008
Developmental dyslexia is associated with functional abnormalities within reading areas of the brain. For some children diagnosed with dyslexia, phonologically based remediation programs appear to rehabilitate brain function in key reading areas (Shaywitz et al., Biological Psychiatry 55: 101-110, 2004; Simos et al., Neuroscience 58: 1203-1213,…
Descriptors: Intervention, Learning Disabilities, Dyslexia, Educational Testing
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Semrud-Clikeman, Margaret; Glass, Kimberly – Annals of Dyslexia, 2008
The normal development of humor in children has been well documented with a predictable course that is tied to social, cognitive, and linguistic development in children. This study explored humor comprehension in children with nonverbal learning disabilities (NVLD). Children with NVLD were compared with children with reading disabilities and a…
Descriptors: Futures (of Society), Reading Difficulties, Learning Disabilities, Cartoons
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