This session presents a study examining the predictors of longitudinal reading-fluency growth in students with dyslexia. Eighty students (grades 25) attending a day treatment program for students with dyslexia completed measures of processing skills (i.e., phonemic awareness, rapid naming speed, and short-term verbal memory) and reading skills (i.e., word reading, nonword decoding, oral and silent reading fluency, and comprehension). These variables were examined to determine predictors of fluent reading skills across the school year, and specific subgroups of readers were identified.
ASSESSMENT: Examine issues related to the assessment of dyslexia and how assessment results can inform the selection of academic interventions.
MULTISENSORY STRUCTURED LANGUAGE INSTRUCTION: Recognize the nature of dyslexia and related language learning disabilities and the role of multisensory structured language instruction (MSL).
READING, SKILLS, & STRATEGIES: Outline the critical components for proficient reading including language development, phonological awareness, decoding, fluency and comprehension.
RESEARCH: Examine research findings and implications for practice relevant to students with dyslexia and other language learning disabilities.
Disclosure: Elizabeth B. Meisinger and Lyle H. Davis have no relevant financial or nonfinancial relationships to disclose.