This presentation informs about the research entitled: “Differences in processing speed, in children with dyslexia vs. controls, measured with long latency evoked potentials (P300).” This research studied the differences in processing speed between visual-auditory and orthographic-phonological modalities through the analysis of long latency-evoked potentials in children with dyslexia compared with normal readers, considering the asynchrony hypothesis of dyslexia, which posits a temporal gap between visual-orthographic and auditory-phonological processing.
ASSESSMENT: Examine issues related to the assessment of dyslexia and how assessment results can inform the selection of academic interventions.
ASSESSMENT: Examine language/learning assessment process and practices for students with learning disabilities/dyslexia.
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.
TEACHING/INSTRUCTION/INTERVENTION: Recognize the various speech/language issues of children who have dyslexia and other related language learning disabilities.