Abstract
As speech—language pathologists work more directly and in concert with educators to address reading problems in school-age children with language-based learning disabilities (LLD), knowledge of current methods in reading instruction will become critical. Eight methods found to be effective with typically developing children and children with LLD are outlined. Word identification is best trained using methods that rely upon knowledge of letter—sound correspondences in varying syllable contexts and word attack skills using letter—sound decoding and analogy. When learning reading comprehension, students benefit from methods that address vocabulary skills and text-level comprehension monitoring.
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