Dyslexia and Other Written Language Disorders

An alarming number of children (approximately 67% ofchildren nationwide and more than 80% of those from low socioeconomic backgrounds) are unable to read proficiently by the end of third grade (AECF, 2010). Research demonstrates that students not reading proficiently by the end of third grade are four times more likely to drop out of high school (AEFC, 2010, Hernandez, 2011). Extensive research based on the science of reading indicates that the effectiveinstruction of reading and writing must include a language- based approach that is direct, systematic, explicit in content, and includes a focus on the foundational skills ofphonological and phonemic awareness, vocabulary study, and comprehension (NRP, 2000). Children with written language disorders (difficulties with reading, spelling, andwritten expression) encounter significant barriers to educational access, preventing them from successfully participating in academic activities and learning.

Highlights

• Immediately identify, evaluate, and plan treatment for those at risk for written language disorders
• Examine the role of the speech-language pathologist inthe assessment and treatment of dyslexia and other written language disorders

Target Audience: Speech-Language Pathologists