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.
Assistive technology, as applied to students with learning disabilities, can be seen as an “equalizer;” it allows students who learn differently to manage certain tasks that they are not able to perform without that specific technology. Assistive technology tools help learning disabled students work around challenges they face in school and at home by targeting the different academic areas they are struggling with.
Reading disorders occur when a person has trouble with any part of the reading process. Reading and language-based learning disabilities are commonly called dyslexia. These disorders are present from a young age and usually result from specific differences in the way the brain processes language.
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