Abstract
Dyslexia, the most commonly identified learning disability, frequently goes unidentified in school age children, especially when children perform adequately on high stakes tests. The purpose of this paper is to aid speech-language pathologists (SLPs) in diagnosing children who have dyslexia. We address profiles of behavioral strengths and weaknesses that are characteristic of these children and we present sample evaluation profiles of a few children with dyslexia that we have tested over the past decade.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
