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Language-based learning disabilities (LBLDs) such as dyslexia, dysgraphia, dyscalculia, and ADHD, impact over 2.4 million students in the United States and represent over 45 percent of all students receiving special education (National Center for Education Statistics 2018). These disabilities are frequently viewed as a continuum of interacting learning challenges (Silver 2016). Indeed, over 44 percent of children identified as having ADHD are also identified as having a learning disability such
Learning to read and spell in English would be so simple if all similar-sounds were spelled the same. They aren’t. English has so many difficult spelling rules! Take for example the letter ‘a’ as in the word ‘cake.’ The long ‘a’ sound is written differently in different words, as in baby, ape, sail, play, steak, vein, eight and they.
Reading, Writing, ‘Rithmetic— the three “R”s have been around for centuries! But research has found that the ability to read is an underlying skill for the other two “R”s. So what underlies reading? Many skills. However, two additional “R”s, rhythm and rhyme, are at the forefront.
Dyslexia is a developmental, neurobiological disorder. In other words, scientists have discovered subtle differences in the brain’s architecture between children with dyslexia and those without it. The good news is that children with dyslexia usually respond well to structured, intensive remediation, and the brain responds to intervention by following suit.
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