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Reading for special needs has become an area of interest as the understanding of reading has improved. Teaching children with special needs how to read was not historically pursued under the assumption of the reading readiness model [1] that a reader must learn to read in a hierarchical manner such that one skill must be mastered before learning the next skill (e.g. a child might be expected ...
Reading Recovery is a short-term intervention approach designed for English-speaking children aged five or six, who are the lowest achieving in literacy after their first year of school. For instance, a child who is unable to read the simplest of books or write their own name, after a year in school, would be appropriate for a referral to a ...
Language-based learning disabilities or LBLD are "heterogeneous" neurological differences that can affect skills such as listening, reasoning, speaking, reading, writing, and math calculations. [1] It is also associated with movement, coordination, and direct attention. LBLD is not usually identified until the child reaches school age.
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The Institute of Education Sciences (the independent, non-partisan statistics, research, and evaluation arm of the U.S. Department of Education), describes the approach as follows: "Orton-Gillingham is a broad, multisensory approach to teaching reading and spelling that can be modified for individual or group instruction at all reading levels.
This led Orton to theorize that the children's reading problems stemmed from the failure of the left hemisphere to become dominant over the right. Some of Orton's theories about brain structure and organization would later be confirmed by modern brain researchers, such as Albert Galaburda , who compared the brains of deceased dyslexic and non ...
Although the definition of learning disabilities may include reading disabilities, dyslexia, problems with spoken language, writing, and reasoning ability, Public Law 89–522 states that NLS materials will be loans to readers that have a "reading disability resulting from organic dysfunction," and requires certification from a medical doctor. [9]
Hyperlexic children are characterized by word-reading ability well above what would be expected given their ages and IQs. [24] Hyperlexia can be viewed as a superability in which word recognition ability goes far above expected levels of skill. [25] However, in spite of few problems with decoding, comprehension is poor.