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What is the reason so many students do not learn to read? How can we make sure teachers are adequately prepared to apply the principles and practices most supported by scientific research about learning to read? Where are the gaps between common practices and those most in line with evidence of effectiveness? Why do these gaps exist? What could be done better to educate and support teachers in carrying out a very challenging job?
Dyslexia is the most common type of developmental reading disability and one of the most studied of all learning disorders. Advocates have successfully pushed more than 40 states to adopt rules and guidelines for the identification and treatment of dyslexia. Given prevalence estimates of about 5 percent to 17 percent of all students, one or two who merit this descriptor are likely to be in every classroom. Thus, every teacher should be familiar with the nature of the disorder and how to teach children who are affected by it.
Coming to terms with the challenges dyslexic students face can be daunting. Here, Dr. Louisa Moats dispels assumptions to illustrate five realities about dyslexia that parents and professionals must embrace.
LETRS has been reborn with new content, organization, and online elements. Dr. Louisa Moats shares where LETRS came from, what makes it a unique professional development experience, and why it endures as a widely used and respected approach to teaching teachers.
Henry Ward Beecher once said, a word is a “peg to hang ideas on.” A single word can conjure a host of meanings and associations. “Dyslexia” is such a word. In the last couple of years, well-known and respected researchers have been arguing that it is time to do away with the “D word.”
While many language skills and comprehension strategies are embedded in daily lessons, teachers know that the overall purpose of each lesson sequence is to understand content related to a theme. The reason for reading a text is clear: The text is worthwhile. It is complex and rich.
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