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Michigan Dyslexia Research Guide to Help Improve Literacy Skills
Read moreThe new Michigan dyslexia research guide will help both educators and students improve literacy skills and build more successful learners.
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Study uses brain wave technology to research how different teaching methods impact reading development
Read moreStanford study uses brain waves to demonstrate how different teaching methods impact reading development.
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Study finds that children with dyslexia are slower to process visual information
Read moreUniversity of Reading study combines multiple new methods in understanding the role of visual processing in dyslexia and finds that children with dyslexia are slower to process visual information.
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Study shows significant reading progress after the use of an online program
Read moreA study shows significant reading progress after the use of an online program that works to support children with reading difficulties.
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Research Study Investigates Predictors of Variations in Reading Development
Read moreA longitudinal research study found that letter-sound knowledge, phoneme awareness, and rapid automatized naming (RAN) are important predictors of variations in reading development over letter-sound integration.
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New study looks into the impact of socioeconomic status on reading
Read moreA study from MIT finds that students from a lower socioeconomic status have a greater chance of reading difficulties than those from a higher socioeconomic background.
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Reforming learning disorder diagnosis following COVID-19 educational disruption
Read moreAn article from Nature Reviews Psychology describes the push for reforming diagnostic criteria for learning disorders as a result of COVID-19.
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Bipartisan dyslexia reforms fail again in Michigan Legislator. What’s next?
Read moreA new article from Chalkbeat Detroit looks into the push to pass bipartisan dyslexia legislation to help students in the classroom.
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Sold a Story: How Teaching Kids to Read Went So Wrong
Read moreThis podcast from American Public Media Reports looks into how an idea about reading instruction spread in classrooms even though it was proven wrong by scientists years ago