Touted as a solution, dyslexia fonts have been growing in popularity during this era of increased political and state-wide attention to the reading and learning needs of students with dyslexia. This paper reviews the research literature on effectiveness of dyslexia fonts and offers evidence-based instructional recommendations for students with…

Beyond the established difficulties of individuals with dyslexia in word recognition and spelling, it remains unclear how severe their difficulties in comprehension are. To examine this, we performed a meta-analytic review. A random-effects model analysis of data from 76 studies revealed a large deficit in reading comprehension in individuals with…

Reading proficiency is important because it has life-long consequences and influences success in other academic areas. Many students with behavior problems are poor readers and many students with learning disabilities have more behavior problems than their typical peers. We conducted a correlational meta-analysis to examine the association between…

The purposes of this study were to (a) describe the extent to which motivational practices are incorporated in foundational reading interventions for students with or at risk for dyslexia in kindergarten through Grade 5 (K-5) and (b) explore whether the presence and type of motivational practices (i.e., supports vs. strategies) within foundational…

For accurate reading comprehension, readers must first learn to map letters to their corresponding speech sounds and meaning, and then they must string the meanings of many words together to form a representation of the text. Furthermore, readers must master the complexities involved in parsing the relevant syntactic and pragmatic information…

Illustrates how one can test a multicomponent model of reading by observing the different forms that acquired reading disorder takes as a consequence of different patterns of damage to the brain. (HOD)

This paper summarizes some of the most important findings from research that evaluated the hypothesized causes of specific reading disability (dyslexia). It first discusses the immediate causes of reading difficulties in terms of deficiencies in component reading skills that might cause such difficulties and concludes that inadequate facility in…

This paper discusses studies of visual dyslexia, the nature of visual processes involved in word recognition, and the contribution of visual memory to word recognition. The paper concludes that, though defects in the physiological aspects of visual processing can lead to reading difficulties, evidence does not indicate the existence of visual…

This article challenges the word-identification view of reading and the resultant assumption that anyone who has difficulty reading words is dyslexic. It describes research demonstrating that word identification is less important in proficient reading than coordinating various language cues and metacognitive strategies to construct meaning. The…

From the perspective of reading specialists, factors contributing to reading difficulties include visual and auditory limitations, instructional and environmental problems, and emotional difficulties. A hierarchy of word recognition skills is presented. The usefulness of diagnosing children learning disabled or dyslexic is examined in the context…

Reports on reading research in Great Britain published in 1988. Includes sections on word recognition, dyslexia, blind and deaf readers, writing, language and literacy, cohesion and comprehension, parents, and teaching methods. Concludes that most funding reinforces a narrow paradigm of educational research and that aging reading tests are used to…