Dyslexia: What Reading Teachers Need to Know

Johnston, Vickie

doi:10.1002/trtr.1830

Cited by 14 publications

(7 citation statements)

References 39 publications

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“…Even some scholars who draw on the IDA (2018) standards have recognized the multidimensional nature of reading. For example, Johnston (2019) cited the IDA standards, arguing for a multisensory approach that “integrates visual, auditory, tactile, and kinesthetic learning elements” (p. 340). This approach “emphasizes the structure of language across the speech sound system (phonology), the writing system (orthography), the structure of sentences (syntax), the meaningful parts of words (morphology), the relationships among words (semantics), and the organization of spoken and written discourse” (p. 341; see also IDA, 2018, 2019; Pierson, n.d.).…”

Section: Discussionmentioning

confidence: 99%

“…Goodman, 1976) that have been critiqued by structured literacy advocates (Hanford, 2018, 2019, 2020; IDA, 2019; Spear‐Swerling, 2019). Furthermore a vast majority of exemplary instructional strategies advocated by Johnston (2019)—clapping syllables, manipulating letters, rhyming activities, Elkonin boxes, writing letters on multiple surfaces, and attending to spelling patterns—are typical practices in Reading Recovery lessons (Clay, 2005).…”

Section: Discussionmentioning

confidence: 99%

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A Confluence of Complexity: Intersections Among Reading Theory, Neuroscience, and Observations of Young Readers

Compton‐Lilly¹,

Mitra²,

Guay³

et al. 2020

Reading Research Quarterly

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In this position article, the authors explore a confluence of evidence that supports the understanding that multiple factors, various processes, and multiple sources of information inform reading. The authors open by briefly describing concerns related to how some scholars and media reporters have characterized the simple view of reading and narrowly applied that model to teaching young readers. The authors then explore a confluence of complexity across (a) theoretical models of reading based on empirical research, (b) emerging information related to the brain and reading, and (c) research findings based on close observations of young learners. Finally, the authors argue that reductive and singular models of reading fail to not only honor the individuality of young readers but also to recognize the systemic changes needed in schools and communities to equitably serve all students.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

A Confluence of Complexity: Intersections Among Reading Theory, Neuroscience, and Observations of Young Readers

Compton‐Lilly¹,

Mitra²,

Guay³

et al. 2020

Reading Research Quarterly

View full text Add to dashboard Cite

show abstract

“…For example, Hammill and Allen (2020) examined sixteen different dyslexia definitions and identified five common elements. Much recent research holds the following criteria in common when defining dyslexia: brain-based; occurs on a spectrum; is not related to intelligence; impairs reading ability through difficulty with phonological processing, spelling, decoding, and working memory; and can be inherited in some families (IDA, 2021;Johnson, 2019;Moats & Dakin, 2017;;Wanzek & Vaughn 2020).…”

Section: Positionality Statementmentioning

confidence: 99%

“…Birsch & Carreker (2019) explain students with dyslexia must establish "alternative circuits for word recognition to compensate for disruption of circuitry normally relied on for reading" (p. 63). Successful strategies which allow this process to occur are well-documented and include direct, explicit, multi-sensory instruction in phonemic awareness and phonics (IDA, 2017;Johnson, 2019;Kearns et al, 2019;Mills, 2018;Moats & Dakin, 2017). In addition, research has shown that direct, systematic, and multisensory instruction is the basis of effective reading instruction (Al Otaiba et al, 2019;Wanzek & Vaughn, 2020).…”

Section: Biological and Neurological Basis For Dyslexiamentioning

confidence: 99%

Continuing the Debate: A Response to the Literacy Research Association’s Dyslexia Research Report

Green

2022

IJELS

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The Literacy Research Association (LRA) is known for releasing research reports on essential topics in the field of literacy. An Examination of Dyslexia Research and Instruction, with Policy Implications is a recent LRA report with far-reaching impact in education and policy. The report claimed to be a summary of dyslexia research and instruction, however, much recent research on dyslexia definitions, diagnosis, interventions, neuroscience, and law was left out. This paper is a response to the LRA report with the intent to examine elements of the report that are particularly important and well explained, as well as those that are problematic.

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“…Dyslexia impairs reading comprehension fluency or accuracy and can present itself as a problem in phonological awareness, phonological decoding, processing speed, written coding, short-term auditory memory, language skills, and overt oral comprehension (Bjekić, Obradović, Vučetić, & Bojović, 2014). Numerous studies have shown impairment in reading performance in dyslexic individuals (Hemati Almdarloo & Tavakoli, 2020;Johnston, 2019). On the other hand, studies have shown that in dyslexic individuals, executive functions will also be impaired (Barbosa, Rodrigues, Mello, Silva, & Bueno, 2019;MEDINA & GUIMARÃES, 2021).…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of Neuropsychological Intervention on Reading Performance and Executive Functions in Dyslexic Children

Sabeghi

Mohammadyfar²,

Rezaei³

2022

Iranian Evolutionary and Educational Psychology

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The present study aimed to examine the effectiveness of neuropsychological intervention on reading performance and executive functions in dyslexic children. The research method was quasiexperimental. The statistical population of this study included all third grade dyslexic students who referred to the Learning Disabilities Centers in Zahedan in 2021. A total of 28 patients were selected by convenience sampling method and randomly assigned to experimental and control groups (14 people in each group). The neuropsychological intervention was performed in the experimental group for 15 one-hour sessions. Reading and Dyslexia Test (NEMA) (KaramiNouri & Moradi, 2005) and Behavior Rating Inventory of Executive Function (Gioia et al., 2000) was used to collect data. Multivariate analysis of covariance was used to analyze the research hypotheses. The results indicated that the neuropsychological intervention is effective on both reading performance (except for the elimination of sounds and words-fake reading) and executive functions (P <0.01). Furthermore, the results of repeated measures ANOVA showed that the results were significant in the follow-up phase (P <0.01). The findings generally indicated that the intervention can be used as an effective treatment of dyslexia in learning disabilities treatment centers.

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Dyslexia: What Reading Teachers Need to Know

Abstract: To meet students' needs and new legislation requirements, it is important that teachers understand what dyslexia is, what it is not, and how they can support their students with dyslexia.

Cited by 14 publications

References 39 publications

A Confluence of Complexity: Intersections Among Reading Theory, Neuroscience, and Observations of Young Readers

A Confluence of Complexity: Intersections Among Reading Theory, Neuroscience, and Observations of Young Readers

Continuing the Debate: A Response to the Literacy Research Association’s Dyslexia Research Report

Effectiveness of Neuropsychological Intervention on Reading Performance and Executive Functions in Dyslexic Children

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