Despite being the most common learning disability, dyslexia is widely misunderstood-it is not related to a lack of comprehension or having a low IQ, nor is it simply a matter of mixing up the letters "b" and "d". Shrouded by myths and misperceptions, lack of direct, practical information on dyslexia leaves many teachers and families frustrated. Well-intentioned teachers tell parents that all kids learn differently and at a different pace, but as the months turn into years, the gap between skilled readers and those that struggle widens. The antidote to wait-and-see and more-of-the-same is information. In this book, Sayeski and Chandler translate research from neuroscience, cognitive psychology, linguistics, and education into bite-sized, actionable guidance for teachers and parents to follow to put kids on the path to reading. This book is designed for teachers, administrators, and parents seeking information that can be immediately applied to improve outcomes of students with dyslexia. Within the book, readers will find answers to common questions about dyslexia and the schools. What is dyslexia, and how can I describe it to fellow teachers, parents, or students? Which education laws apply to the instruction of students with dyslexia? What do differences in brain activation patterns tell us about dyslexia? How can research on typical and atypical reading development be translated into effective intervention for students with dyslexia? What should reading instruction for students with dyslexia look like? Which assessments can be used to guide the delivery of reading intervention? How can assistive technologies be used to enhance academic engagement? Each chapter concludes with a checklist and synthesis activity designed to move the readers from knowledge to action.
Kristin L. Sayeski, PhD is an Associate Professor in the Department of Communication Sciences and Special Education at the University of Georgia. Dr. Sayeski received her doctorate in special education from the University of Virginia in 2000. Prior to joining the faculty at UGA, Dr. Sayeski held appointments at the University of Nevada-Las Vegas, the University of Virginia, and Vanderbilt University. Her professional and research interests include identifying exemplary practices related to teacher development and determining effective instructional practices for students with high-incidence disabilities, particularly in the area of reading instruction and intervention. Dr. Sayeski is the former editor of TEACHING Exceptional Children, an associate editor for Intervention in School and Clinic, and on the review boards of several research and practitioner journals.
Chapter 1: Dyslexia and The Complex Behavior of Reading Chapter 2: Creating the Code: Understanding English Orthography Chapter 3: Reading Instruction in the United States Chapter 4: Reading Science and Individual Differences in Reading Chapter 5: Structured Literacy: Word Recognition Chapter 6: Structured Literacy: Language Comprehension Chapter 7: Advocacy and Action Glossary References Index About the Author
