Reading disabilities and instruction

By far the most frequently diagnosed learning disabilities are those that have to do with language, and more specifically with reading. A common learning disability manifested in reading problems is developmental reading disorder, also called dyslexia, or specific reading disability. Its main feature is impairment in recognizing words and in understanding what is read. These difficulties are not related to intellectual disability, physical problems such as deafness, or inadequate schooling. Other reading-related learning disabilities are sometimes evidence in any of the following problems: attention difficulty, perceptual problems, poor motivation or attitude, poor sound-symbol association, memory problems, language deficits, and transfer difficulties.

News items related to the topic: Reading disabilities and instruction

Multimodal Interventions in IDD from Drug Discovery to Clinical Trials

October 22, 2014
Clinical & Translational Research Lecture
Colleen Niswender, Ph.D., Research Associate Professor of Pharmacology
Sheryl Rimrodt-Frierson, M.D., Assistant Professor of Pediatrics

Neural Indices of Treatment Responses in Children with Learning Disabilities and Other Intellectual or Developmental Disabilities
Clinical and Translational Research Lecture

Kennedy Center Lectures on Development and Developmental Disabilities: Fumiko Hoeft
Kennedy Center Lectures on Development and Developmental Disabilities: Fumiko Hoeft

Clinical and Translational Research Lecture: Doug Fuchs
Clinical and Translational Research Lecture: Doug Fuchs

“White matter” behaves differently in children with dyslexia
Transinstitutional neuroimaging research at Vanderbilt University finds that the brain may be structured differently in children with dyslexia, a reading disorder that affects up to 17 percent of the population.

Examining reading skills of students with ID
Researchers collected supplemental alternate assessment data on 7,440 students with intellectual disabilities to measure reading performance, to identify variables associated with differences in performance, and to explore the potential utility of the alternate assessment to guide improvements in reading instruction.

VKC Reading Clinic identifies struggles, tailors tutoring to make reading fun
You’d never know school was out for the summer by the looks of the Vanderbilt Kennedy Center Reading Clinic. Despite the break between academic years, tutors and staff members stayed busy serving families during the Reading Clinic’s summer session.

Studies related to the topic: Reading disabilities and instruction

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People related to the topic: Reading disabilities and instruction

Laurie E. Cutting, Ph.D.
Patricia and Rodes Hart Professor of Special Education; Professor of Psychology, Radiology, and Pediatrics; Associate Director, Vanderbilt Kennedy center; Director, IDDRC Translational Neuroimaging Core C; Faculty Director, VKC Reading Clinic

Douglas Fuchs, Ph.D.
Nicholas Hobbs Chair and Professor of Special Education and Professor of Pediatrics

Lynn S. Fuchs, Ph.D.
Dunn Family Chair in Psychoeducational Assessment and Professor of Special Education

Mary Louise Hemmeter, Ph.D.
Professor of Special Education

Sasha Key, Ph.D.
Research Associate Professor of Hearing & Speech Sciences and Psychiatry & Behavioral Sciences; Associate Director, IDDRC Translational Neuroimaging Core C; Director, VKC Psychophysiology Lab

Sheryl Rimrodt-Frierson, M.D.
Assistant Professor of Pediatrics, Division of Developmental Medicine; Faculty Clinic Director, Vanderbilt Kennedy Center Learning Assessment Clinic

C. Melanie Schuele, Ph.D.
Associate Professor of Hearing and Speech Sciences

Joseph H Wehby, Ph.D.
Chair and Associate Professor of Special Education

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