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Perceptions of Changes in Phonological Processing, Oral Fluency, and Spelling Ability after a Program for Dyslexics Designed to Improve Reading Ability
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Moore, Donna T. – ProQuest LLC, 2011
Approximately 15-20% of the U.S. population has been diagnosed with dyslexia. The theory of automaticity implies that automatic decoding precedes fluency in reading, leading to better comprehension. The "Reading from Scratch" program is designed to assist dyslexics improve their reading ability. Research questions for this case study…
Descriptors: Dyslexia, Reading Programs, Reading Ability, Phonology
No Child Left Behind and the Research-to-Practice Gap in Dyslexia Intervention: An Exploratory, Retrospective Investigation
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Sheftel, Jenna – ProQuest LLC, 2013
In 2001 the No Child Left Behind Act (NCLB) mandated that U.S. public schools provide evidence-based practice for individuals with learning disabilities. However, it is unclear whether U.S. public schools have consistently adhered to this mandate. The purpose of this study was to provide preliminary evidence regarding whether U.S. public schools…
Descriptors: Educational Legislation, Federal Legislation, Theory Practice Relationship, Dyslexia
Miscue Analysis of Students with Down Syndrome and Typically Developing Students with Reading Difficulties
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Pelatti, Christina Yeager – ProQuest LLC, 2010
Study of the language and literacy skills of individuals with Down syndrome (DS) has evolved over the past thirty years. Despite these advances, little research has explored the process of reading by incorporating an authentic text (i.e. storybook). This information is pertinent to assist in the understanding of language and literacy and the…
Descriptors: Down Syndrome, Language Skills, Reading Ability, Literacy