Dyslexic children and adults who undergo reading intervention have demonstrated behavioral improvements including improved single word reading, pseudoword reading, reading comprehension, phonemic awareness, rapid naming, and symbol imagery.

Marilyn Nippold succinctly highlights the reasons that speech-language pathologists belong in the classroom working side by side with classroom teachers to assist children with language disorders.

According to recent findings released by the Basque Centre on Cognition, Brain, and Languages (Spain), human beings have an amazing ability to mentally rotate words and letters reflected in a mirror during the early stages of visual processing, allowing for automatic understanding.

In an article published by The Wall Street Journal on June 20, British researchers claim to have identified a link between musical ability and reading comprehension.

As reported by The Wall Street Journal in its July 5 issue, emergent research in neuroscience and fMRI imaging suggests that dyslexics have an easier time learning pictorial languages—like Chinese and Japanese— than they do languages like English.

In her lecture, “Dyslexia as a Cross-Cutting Research Area,” Peggy McCardle, Ph.D., M.P.H., discussed learning disabilities as an important, cross-cutting area of research.

Here are two online libraries that offer incredibly vast collections of accessible, downloadable reading material designed for individuals with dyslexia and learning disabilities.

The Institue for Human Adjustment at UM is excited to announce this upcoming talk in its spring lecture series about dyslexia.

We found this informative blog on Education Week about the recent memo from the Office of Special Education stating that the response-to-intervention (RTI) process should not delay a child getting an initial evaluation for a suspected delay.

Five high school students get personal as they talk about their experiences with dyslexia and other learning disabilities in a panel interview from 2007.