Results 71 to 80 of about 6,285 (245)
Dispelling Myths and Misunderstandings About Defining and Remediating Dyslexia
Dyslexia, Volume 32, Issue 4, November 2026.ABSTRACT Despite a strong base of scientifically supported research on dyslexia, pervasive misunderstandings continue, particularly in the United States, where state legislation, instructional practices and parent advocacy intersect in ways that influence how dyslexia is identified and treated.
Christy R. Austin +4 more
wiley +1 more source
Efficacy of the Rhythmic Reading Training in Turkish Children With Dyslexia
Journal of Research in Reading, Volume 49, Issue 4, November 2026.ABSTRACT Background Rhythmic reading training (RRT) is a rhythm‐based intervention designed for individuals with dyslexia. Studies on RRT demonstrated its positive effect on reading abilities on Italian children and adolescents with dyslexia. To evaluate the cross‐linguistic effectiveness of the rhythm‐based intervention and to introduce a novel ...
Serdar Arpacioglu +3 more
wiley +1 more source
Balancing the Chalk and the Check: Teacher Autonomy Amid the Rise of Scripted Reading Programs
The Reading Teacher, Volume 80, Issue 2, September/October 2026.ABSTRACT Phonics is widely acknowledged in the research literature as an essential element of learning to read, but the effectiveness of various commercial programs for improving reading outcomes remains a subject of ongoing debate in research and the media. This study explores the delicate balance between teacher autonomy and scripted reading programs
Rachelle Naidu +2 more
wiley +1 more source
, 2018 The problem of using binary code for understanding the logical construction of Chinese hieroglyphic graphemes is investigated. Considerable insight has been gained with regard to study Ba Gua?
Rita Kalko.
core +1 more source
Co‐Designing Multimodal, Multilingual Text Sets: Centering Caregiver Choice
The Reading Teacher, Volume 80, Issue 2, September/October 2026.ABSTRACT Early literacy instruction in the U.S. often centers monolingual, English‐dominant practices that marginalize multilingual learners and their families. This qualitative design‐based research study examines a family literacy initiative that engaged caregivers and teachers as co‐designers of a multilingual, multimodal literacy resource bag ...
Katie M. Crook +4 more
wiley +1 more source
The Reading Teacher, Volume 80, Issue 2, September/October 2026.ABSTRACT Centrally developed English lesson plans provide structure and ensure curriculum coverage, yet they can constrain preservice teachers' creativity, responsiveness, and capacity to engage students meaningfully. Although this tension is well documented, there is limited practical guidance for teacher educators in University Teacher Preparation ...
Deb Brosseuk
wiley +1 more source
À la naissance de deux graphèmes-symboles : LH et NH
Lengas, 2020 Occitan language begins to be written as soon as the XIth century, for literary but also practical socio-economic uses. Therefore, the graphic system inherited from classical latin must be adapted, and new graphems designed, in order to permit a clear ...
Philippe Martel
doaj +1 more source
The Graphemic Buffer and attentional mechanisms
Brain and Language, 1989 Two patients with acquired dysgraphia were reported. The patients' performance in various written and oral spelling tasks converge in support of the hypothesis that they have selective damage, within the spelling system, to the Graphemic Buffer. Although the patients present with comparable patterns of error types, they differ in the distribution of ...
A E, Hillis, A, Caramazza
openaire +2 more sources
Actualidades Investigativas en Educación, 2008 Este texto argumenta que el sistema simbólico-alfabético no es solo una representación del habla, más especialmente un sistema alternativo de representación de los conceptos.
Osvaldo Freitas de Jesus
doaj +1 more source
International Journal of Language &Communication Disorders, Volume 61, Issue 5, September/October 2026.ABSTRACT Background Childhood apraxia of speech (CAS) is a motor speech disorder for which assessment and diagnostic standards have been largely informed by studies of English‐speaking populations. Evidence related to CAS in Turkish‐speaking children remains sparse, is published across both Turkish‐ and English‐language sources, and variable in ...
Eddy C. H. Wong +2 more
wiley +1 more source