Reading Skills Dyslexia
Download Reading Skills Dyslexia PDF/ePub or read online books in Mobi eBooks. Click Download or Read Online button to get Reading Skills Dyslexia book now. This website allows unlimited access to, at the time of writing, more than 1.5 million titles, including hundreds of thousands of titles in various foreign languages.
Orton Gillingham Workbook for Kids with Dyslexia
This workbook includes activities based on the Orton Gillingham methodology that introduce skills involved with Letter knowledge, Alphabetical order, Sound identification, Rhyming words, Sight words, and Homophones.
Overcoming Dyslexia
Draws on recent scientific breakthroughs to explain the mechanisms underlying dyslexia, offering parents age-specific, grade-by-grade instructions on how to help their children.
Fluency and Reading Comprehension in Typical Readers and Dyslexic Readers: Volume II
Author: Manuel Soriano-Ferrer
language: en
Publisher: Frontiers Media SA
Release Date: 2024-03-06
This Research Topic is the second edition of Fluency and reading comprehension in typical readers and dyslexics readers: Volume I This Second Edition Research Topic is focused on the characterization of the reading-writing difficulties and their comorbidities and in the analysis of evidence-based recommendations for early interventions and treatment of these difficulties within the fields of neuropsychology, speech-language pathology, and educational psychology. Reading involves decoding and comprehension components, and to become efficient it requires a large number of cognitive and linguistic processes. Among those, decoding failures can have different origins, such as deficits in phonological and/or visual processing. In addition, a child with reading difficulties might also have problems in the acquisition of writing and handwriting performance. This is an important point to be discussed, as reading and writing both suffer interference from vocabulary acquisition, linguistic skills, memory skills, reading and writing practices, and literacy methods. These processes become important only when the professional needs to deal with students presenting learning difficulties. Difficulty in using the knowledge of conversion rules between grapheme-phoneme to word reading construction or phoneme-grapheme for writing can be identified in schoolchildren with dyslexia, dysgraphia, and dysortography, being a specific learning disorder with a neurological etiology. In addition, there is established evidence of a speech-language processing basis, students with specific learning disabilities can show a range of cognitive difficulties (e.g., rapid naming, executive functioning, working memory). These presented difficulties interfere in their learning process, impairing their learning development.