This presentation presents the results of two research studies that examined the relationship between reading skills (i.e., oral and silent fluency) and cognitive skills (i.e., phonemic awareness, rapid naming speed, short-term and working memory) and their relationship with reading comprehension. Both studies utilized elementary students attending a school that provided intensive remediation for students with dyslexia. Participants learn to understand the unique contribution of neurocognitive skills to reading so they can develop effective literacy interventions for their students with dyslexia.
RESEARCH: Examine research findings and implications for practice relevant to students with dyslexia and other language learning disabilities.
Disclosure: Melissa Fetterer Robinson and Ashley Anne Mayhew have no relevant financial or nonfinancial relationships to disclose.