Abstract
The past two decades have witnessed an explosion in our understand- ing of dyslexia (or specific reading disability), the most common and most carefully studied of the learning disabilities. We first review the core concepts of dyslexia: its definition, prevalence, and devel- opmental course. Next we examine the cognitive model of dyslexia, especially the phonological theory, and review empiric data suggest- ing genetic and neurobiological influences on the development of dyslexia. With the scientific underpinnings of dyslexia serving as a foundation, we turn our attention to evidence-based approaches to diagnosis and treatment, including interventions and accommoda- tions. Teaching reading represents a major focus. We first review those reading interventions effective in early grades, and then re- view interventions for older students. To date the preponderance of intervention studies have focused on word-level reading; newer stud- ies are beginning to examine reading interventions that have gone beyond word reading to affect reading fluency and reading compre- hension. The article concludes with a discussion of the critical role of accommodations for dyslexic students and the recent neurobio- logical evidence supporting the need for such accommodations.
The past two decades have witnessed an explosion in our understand- ing of dyslexia (or specific reading disability), the most common and most carefully studied of the learning disabilities. We first review the core concepts of dyslexia: its definition, prevalence, and devel- opmental course. Next we examine the cognitive model of dyslexia, especially the phonological theory, and review empiric data suggest- ing genetic and neurobiological influences on the development of dyslexia. With the scientific underpinnings of dyslexia serving as a foundation, we turn our attention to evidence-based approaches to diagnosis and treatment, including interventions and accommoda- tions. Teaching reading represents a major focus. We first review those reading interventions effective in early grades, and then re- view interventions for older students. To date the preponderance of intervention studies have focused on word-level reading; newer stud- ies are beginning to examine reading interventions that have gone beyond word reading to affect reading fluency and reading compre- hension. The article concludes with a discussion of the critical role of accommodations for dyslexic students and the recent neurobio- logical evidence supporting the need for such accommodations.
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