Despite being the most common learning disability, dyslexia is widely misunderstood. In this book, Sayeski and Chandler translate research from neuroscience, cognitive psychology, linguistics, and education into bite-sized, actionable guidance for teachers and parents to follow to put kids on the path to reading.
Despite being the most common learning disability, dyslexia is widely misunderstood. Shrouded by myths and misperceptions, a lack of direct, practical information on dyslexia leaves many teachers and families frustrated. Well-intentioned teachers tell parents that all kids learn differently and at a different pace, but as the months turn into years, the gap between skilled readers and those who struggle widens. The antidote to wait-and-see and more-of-the-same is information. In this book, Sayeski translates research from neuroscience, cognitive psychology, linguistics, and education into accessible information to help teachers and parents unravel the complexities of skilled reading.
Unraveling dyslexia requires an understanding of what it means to read—both the accurate recognition of words and the capacity to bring meaning to those words—and identifying where and how difficulty can occur with these processes. To do this, Sayeski situates the challenges some students experience in learning to read within the context of the development of English orthography (i.e., written language) and the history of reading instruction in the schools. Sayeski, then, presents what reading science has revealed about individual differences in reading. Within the book's final chapters, readers will find practical information on how to provide the type of structured literacy instruction required to put students with dyslexia on the path to reading.
This book is designed for teachers, administrators, and parents seeking information that can be immediately applied to improve the outcomes of students with dyslexia or who struggle learning to read. It is never too soon to address signs of difficulty with reading. The aim of this book is to provide readers with the knowledge they need to act now to provide students with the gift of literacy.
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Winner of Outstanding Academic Title 2024.
Chapter 1: Dyslexia and The Complex Behavior of Reading
Chapter 2: Creating the Code: Understanding English Orthography
Chapter 3: Reading Instruction in the United States
Chapter 4: Reading Science and Individual Differences in Reading
Chapter 5: Structured Literacy: Word Recognition
Chapter 6: Structured Literacy: Language Comprehension
Chapter 7: Advocacy and Action
Glossary
References
Index
About the Author
Kristin L. Sayeski, PhD is an Associate Professor in the Department of Communication Sciences and Special Education at the University of Georgia. Dr. Sayeski received her doctorate in special education from the University of Virginia in 2000. Prior to joining the faculty at UGA, Dr. Sayeski held appointments at the University of NevadaLas Vegas, the University of Virginia, and Vanderbilt University. Her professional and research interests include identifying exemplary practices related to teacher development and determining effective instructional practices for students with high-incidence disabilities, particularly in the area of reading instruction and intervention. Dr. Sayeski is the former editor of TEACHING Exceptional Children, an associate editor for Intervention in School and Clinic, and on the review boards of several research and practitioner journals.
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