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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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Berninger, Virginia W.; Lee, Yen-Ling; Abbott, Robert D.; Breznitz, Zvia – Annals of Dyslexia, 2013
To identify effective treatment for both the spelling and word decoding problems in dyslexia, 24 students with dyslexia in grades 4 to 9 were randomly assigned to treatments A (n = 12) or B (n = 12) in an after-school reading-writers' workshop at the university (thirty 1-h sessions twice a week over 5 months). First, both groups received step 1…
Descriptors: Dyslexia, Outcomes of Treatment, Instructional Effectiveness, Reading Skills
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Youman, Martha; Mather, Nancy – Annals of Dyslexia, 2013
Throughout the various states of the USA, the appropriate identification of dyslexia and the timely provision of interventions are characterized by variability and inconsistency. Several states have recognized the existence of this disorder and the well-established need for services. These states have taken proactive steps to implement laws and…
Descriptors: Dyslexia, State Legislation, Disability Identification, English Language Learners
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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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Hooper, Stephen R.; Costa, Lara-Jeane C.; McBee, Matthew; Anderson, Kathleen L.; Yerby, Donna Carlson; Childress, Amy; Knuth, Sean B. – Annals of Dyslexia, 2013
In a randomized controlled trial, 205 students were followed from grades 1 to 3 with a focus on changes in their writing trajectories following an evidence-based intervention during the spring of second grade. Students were identified as being at-risk (n = 138), and then randomized into treatment (n = 68) versus business-as-usual conditions (n =…
Descriptors: Writing Skills, Written Language, Writing Instruction, Special Needs Students
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Goldfus, Carol – Annals of Dyslexia, 2012
This study examined the knowledge that teachers need in order to become successful early reading teachers in English as a foreign language. The findings showed that in-service teachers had better content knowledge than pre-service teachers, although the results indicated overall low performance and insufficiently developed concepts about the…
Descriptors: Knowledge Base for Teaching, Reading Teachers, Beginning Reading, English (Second Language)
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Ladd, Megan; Martin-Chang, Sandra; Levesque, Kyle – Annals of Dyslexia, 2011
Teacher reading-related knowledge (phonological awareness and phonics knowledge) predicts student reading, however little is known about the reading-related knowledge of parents. Participants comprised 70 dyads (children from kindergarten and grade 1 and their parents). Parents were administered a questionnaire tapping into reading-related…
Descriptors: Reading, Kindergarten, Grade 1, Elementary School Students
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Meng, Xiangzhi; Cheng-Lai, Alice; Zeng, Biao; Stein, John F.; Zhou, Xiaolin – Annals of Dyslexia, 2011
The development of reading skills may depend to a certain extent on the development of basic visual perception. The magnocellular theory of developmental dyslexia assumes that deficits in the magnocellular pathway, indicated by less sensitivity in perceiving dynamic sensory stimuli, are responsible for a proportion of reading difficulties…
Descriptors: Visual Perception, Motion, Reading Skills, Dyslexia
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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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Primor, Liron; Pierce, Margaret E.; Katzir, Tami – Annals of Dyslexia, 2011
The aim of this study was to investigate which cognitive and reading-related linguistic skills contribute to reading comprehension of narrative and expository texts. The study examined an Israeli national database of Hebrew-speaking readers in fourth grade, from which a subsample of 190 readers with a reading disability (RD) and 190 readers with…
Descriptors: Semitic Languages, Reading Comprehension, Story Reading, Expository Writing
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Sparks, Richard L; Patton, Jon; Ganschow, Leonore; Humbach, Nancy; Javorsky, James – Annals of Dyslexia, 2006
Fifty-four students were tested at specific time intervals over 10 years to determine best native language (NL) predictors of oral and written foreign language (FL) proficiency and FL aptitude. All participants completed two years of Spanish, French, or German. Each was administered measures of NL literacy, oral language, and cognitive ability in…
Descriptors: Written Language, Intervals, Cognitive Ability, Oral Language
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Higgins, Eleanor L.; Raskind, Marshall H. – Annals of Dyslexia, 2004
This study was conducted to assess the effectiveness of two programs developed by the Frostig Center Research Department to improve the reading and spelling of students with learning disabilities (LD): a computer Speech Recognition-based Program (SRBP) and a computer and text-based Automaticity Program (AP). Twenty-eight LD students with reading…
Descriptors: Program Effectiveness, Reading Programs, Reading Improvement, Learning Disabilities