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.

Studies related to the topic: Reading disabilities and instruction

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Grants related to the topic: Reading disabilities and instruction

  • Archiving Data From Large-Scale fMRI Studies of Math and Reading Development
    PI: Booth, James
  • Cognitive and Neural Processes in Reading Comprehension
    PI: Cutting, Laurie
  • Neurobiology and Treatment of Reading Disability In NF1
    PI: Cutting, Laurie
  • The Neurocognition of Procedural and Declarative Memory In Dyslexia and S-RCD
    PI: Cutting, Laurie
  • Improving Reading and Mathematics Outcomes for Students with Learning Disabilities: Next Generation Intensive Interventions
    PI: Fuchs, Douglas
  • The Relationship between Elementary Teachers' Language Use and Students' Language and Literacy Achievement
    PI: Wanzek, Jeanne

People related to the topic: Reading disabilities and instruction

Amy Booth, Ph.D.
Professor of Psychology & Human Development

James Booth, Ph.D.
Patricia & Rodes Hart Chair and Professor of Psychology & Human Development

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

David Dickinson, Ed.D.
Margaret Cowan Chair and Professor of Teacher Education, Department of Teaching and Learning; Associate Dean for Research and Strategic Planning

Douglas Fuchs, Ph.D.
Nicholas Hobbs Chair and Professor of Special Education and Professor of Pediatrics; Co-Director, National Center for Leadership in Intensive Intervention (NCLii)

Lynn S. Fuchs, Ph.D.
Dunn Family Chair in Psychoeducational Assessment and Professor of Special Education; Co-Director, National Center for Leadership in Intensive Intervention (NCLii)

Amanda Goodwin, Ph.D.
Assistant Professor of Language, Literacy, and Culture, Department of Teaching and Learning, Peabody College

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

Chris Lemons, Ph.D.
Associate Professor of Special Education; Project Director, National Center for Leadership in Intensive Intervention (NCLii)

Jeannette Mancilla-Martinez, Ed.D.
Associate Professor of Teaching & Learning

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

Jeanne Wanzek, Ph.D.
Associate Professor of Special Education

Joseph H Wehby, Ph.D.
Chair and Associate Professor of Special Education; Project Director, National Center for Leadership in Intensive Intervention (NCLii)

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