Systematic, structured language instruction is essential to help students with language-based learning difficulties (LBLD) to acquire strong, fluent reading skills. However, too often students with LBLD, such as dyslexia, become reasonably skilled decoders but continue to be dysfluent readers. This presentation focuses on the impact of a combined approach to promote efficient reading in students with LBLD: dedicated phonics instruction and targeted cognitive intervention. A seven-year, longitudinal study provides the evidence to support this approach.
READING, SKILLS, & STRATEGIES: Outline the critical components for proficient reading including language development, phonological awareness, decoding, fluency and comprehension.
Disclosure: Steve Wilkins and Eric Falke have no relevant financial or nonfinancial relationships to disclose.
Researcher in the Gabrieli Lab; Director of Cognitive Intervention and Research,
MIT, Carroll School