Specific Learning Disabilities: Reading, Spelling, and Writing Strategies

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Author(s): George Uduigwome (Los Angeles Unified School District, USA)
Copyright: 2017
Pages: 36
Source title: Preparing Pre-Service Teachers for the Inclusive Classroom
Source Author(s)/Editor(s): Patricia Dickenson (National University, USA), Penelope Keough (National University, USA)and Jennifer Courduff (Azusa Pacific University, USA)
DOI: 10.4018/978-1-5225-1753-5.ch009

Keywords: Education / Information Science Reference / Teacher Education

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Abstract

This chapter discusses best practices in providing supports for students diagnosed with reading (dyslexia), writing (dysgraphia), and spelling (dysorthographia) deficits. It examines some impacts of these and associated conditions on learning. The recommended strategies for leveraging learning for the identified population are all evidence-based. Per the author, early intervention is key to providing students with learning disabilities a meaningful learning experience. An early intervention involves the use of multiple measures to diagnose a student's present level of performance primarily with a view to finding strengths (Strengths can be used to mitigate deficits) and learning gaps, utilizing evidence-based systematic instruction delivered with treatment fidelity, and an ongoing progress monitoring.

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Specific Learning Disabilities: Reading, Spelling, and Writing Strategies

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