As many as 50% of students with dyslexia have additional learning problems, including oral language disorder, speech sound disorders, and more. These comorbid conditions make remediation of dyslexia even more problematic. The use of a phonetic, multisensory structured language-education program that has strong orthographic support and specific techniques for remediation of memory deficits is an effective methodology for intervention for these students. This methodology will be described with clinical outcomes presented for students with dyslexia who present with additional learning challenges.
Professional Development Coordinator,
DuBard School for Language Disorders, The University of Southern Mississippi
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