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Dyslexia and Speaking Difficulties in Children [Premium]

“Two years after starting school, 1/3 of children who had experienced articulatory problems or whose language acquisition had been delayed were significantly behind in reading and spelling. By contrast, only one of twenty children  in the control situation were behind.” – Dr. Marcel Just, Dyslexia Characteristics and Causes Although dyslexia is quite common (up to […]
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Breaking Research : Dyslexia in Adolescents and Adults [Premium]

An important paper was published this month from the University of Washington, entitled “Evidence-Based Reading and Writing Assessment for Dyslexia in Adolescents and Young Adults.” The paper is especially important guiding testing professionals who assess teens and adults for dyslexia or see gifted or twice-exceptional students. This paper also takes a more systematic look at the […]
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Dyslexia and Accommodations – ADA Guidelines for School and Work

The US Department of Justice just released final regulations regarding the implementation of the American for Disabilities Act. “These rules clarify and refine issues that have arisen over the past 20 years and contain new and updated requirements.” Direct link to the gov ADA update is HERE.

The regulations should be shared with ALL schools […]

[Premium] Stealth Dyslexia and Reading

Whereas dyslexia is usually characterized in part by challenges in fluent reading and spelling (in addition to strengths), stealth dyslexia’s relationship to reading is more complex. As young children, some stealth dyslexics may have some early difficult mastering the code of reading, but most silently read with good comprehension in the upper elementary or middle […]
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[Premium] Stealth Dyslexia – Gifted Students with Dyslexia

Stealth dyslexia is a term that we coined years ago to identify students who flew under the radar for detection because of their other higher order thinking strengths. Stealth dyslexic students may be able compensate for problems decoding words on the basis of sound (phonological awareness) by skipping words they don’t know or filling-in the gaps by guessing […]
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