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…

Speech-language pathologists (SLPs) are increasingly called upon to help assess students with word-recognition difficulties, including dyslexia. Although SLPs tend to have comparatively strong knowledge regarding the phonological awareness skills that support word reading, findings from survey research indicate that many SLPs report limited…

Despite abundant research on effective reading instruction, many teachers struggle to meet the diverse needs of their students, particularly those with dyslexia. Even though reading is an essential skill for academic success, according to the 2019 "Nation's Report Card" published by the National Assessment of Educational Progress (NAEP),…

Developmental dyslexia, or specific reading disorder, is a reading impairment characterized by persistent difficulty in word recognition, decoding, and spelling skills in children despite having average or above academic performance in other areas. To increase an understanding of the nature of dyslexia and its relationship to music, this article…

When students experience reading difficulties--or even before they do--teachers can use specialized knowledge to help them achieve success. This overview of the International Dyslexia Association's "Knowledge and Practice Standards for Teachers of Reading" describes those reading and literacy standards and provides resources for teacher…

In 2007, the New Zealand Ministry of Education formally recognized the condition of dyslexia for the first time and has subsequently developed a working definition of the condition. The aim of this article is to draw on contemporary theory and research on reading development, reading difficulties, and reading intervention to describe what the…

Dyslexia is a congenital disorder characterized by unexpected difficulties in learning to read and spell in relation to one's verbal intelligence, motivation, and educational opportunities (Aylward et al., 2003; Morgan, 1896). Because dyslexia can affect 1.5-5% of the population (Aylward et al., 2003; Vellutino et al., 1996), understanding how to…

This paper proposes a technique for teaching decoding of the Arabic language to Arab dyslexic students following the multisensory, systematic, explicit phonics approach and based in part on the Orton-Gillingham approach. This technique emphasizes vocabulary controlled, font-modified, cumulative, color-coded reading materials, and orthographic…

A word-learning task was used to investigate variation among developmental dyslexics classified as phonological and surface dyslexics. Dyslexic children and chronological age (CA)- and reading level (RL)-matched normal readers were taught to pronounce novel nonsense words such as "veep." Words were assigned either a regular (e.g., ''veep'') or an…

Difficulties with picture naming tasks are associated with literacy problems. When given naming tasks, children with dyslexia are slower to produce words and have a higher proportion of errors (M. Wolf & P. G. Bowers, 1999). However, little is known about the relation between literacy and naming in other populations. This study investigated this…

This article contrasts aphasic patients' performance of word naming and lexical decision with that of intact college-aged readers. We discuss this contrast within a framework of self-organization; word recognition by aphasic patients is destabilized relative to intact performance. Less stable performance shows itself as an increase in the…