As many as 50% of students with dyslexia have coexisting oral language or speech disorders, making reading more problematic. The use of a phonetic, multisensory intervention program that addresses these problems with a strong oral language component and auditory training, strong orthographic support, and specific techniques for remediation of memory deficits is effective for students who have these additional difficulties. This methodology is described and outcomes are presented for students with dyslexia who present with comorbid challenges.
MULTISENSORY STRUCTURED LANGUAGE INSTRUCTION: Recognize the nature of dyslexia and related language learning disabilities and the role of multisensory structured language instruction (MSL).
RESEARCH: Examine research findings and implications for practice relevant to students with dyslexia and other language learning disabilities.
SOCIAL/EMOTIONAL: Examine social/emotional issues and implications for practice for individuals with dyslexia and related language learning disabilities.
TEACHING/INSTRUCTION/INTERVENTION: Discover the relationship between language development and acquisition of reading, written language and math proficiency.
Disclosure: Missy Schraeder and Alison Webster are employed by DuBard School for Language Disorders; course development and presentations are included in job responsibilities. Missy Schraeder is also a co-author of DuBard Association Method therapy materials and receives royalty payments. No nonfinancial relationship exists.
M.S., CCC-SLP, CALT-QI,
DuBard School for Language Disorders, The University of Southern Mississippi
M.S., CCC-SLP, CALT,
Professional Development Coordinator,
The DuBard School for Language Disorders
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