Abstract
This chapter begins with a brief history of the controversy regarding teaching reading using the whole language versus phonics methods, including how these two teaching approaches affect students with reading disabilities. The development of reading skills is outlined, and the three interdependent components of reading as defined by the National Reading Panel are described (alphabetics, fluency, and comprehension). Various types of reading disabilities and their manifestations are illustrated with case studies. Emphasis is given to discussion of dyslexia and how it fits into an overall picture of reading disabilities. The chapter concludes with a description of the assessment process and intervention options for various types of reading difficulties.
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