New and Not‐Well‐Known Research about Reading Disabilities: Teachers Want to Know

Adrea J. Truckenmiller
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Abstract

Laws, practices, and research about reading difficulties have been gradually and rapidly changing since the passage of the Individuals with Disabilities Education Act in 1974. It is difficult for schools to keep up, especially when it takes approximately 16 years for research to reach widespread public knowledge. In this article, I frame the latest research about reading difficulties within the daily discussions occurring in schools. I address misconceptions and best practices about dyslexia, learning disabilities, screening, instruction, and a common, but unknown cause of reading difficulties—developmental language disorder. Research cited in this article come from studies funded by the National Institutes of Child Health and Development and the Institute of Education Sciences.
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关于阅读障碍的鲜为人知的新研究:教师想知道
自 1974 年通过《残障人士教育法案》以来,有关阅读障碍的法律、实践和研究一直在逐步和迅速地发生变化。学校很难跟上时代的步伐,尤其是研究成果需要大约 16 年的时间才能被公众广泛知晓。在本文中,我将把有关阅读困难的最新研究纳入学校的日常讨论中。我论述了关于阅读障碍、学习障碍、筛查、教学的误解和最佳实践,以及造成阅读障碍的一个常见但不为人知的原因--发展性语言障碍。本文引用的研究来自美国国家儿童健康与发展研究所和教育科学研究所资助的研究。
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