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Reading Disabilities Thomas B. King, M. Ed. Educational Consultant Division of Child Neurology
Gaps in Education = Gaps in Health ,[object Object],[object Object],[object Object],[object Object]
Gaps in Health = Gaps in Education ,[object Object],[object Object],[object Object]
Reading Disability in the medical model ,[object Object]
Historical terms ,[object Object],[object Object],[object Object],[object Object],[object Object]
NIH Studies ,[object Object],[object Object],[object Object],[object Object]
NIH Results Highlights ,[object Object],[object Object],[object Object]
One Observation “I would rather have a root canal than be asked to read.”
National Assessment of Reading Progress 1994 ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
What are the processing challenges ,[object Object],[object Object],[object Object]
Phonological Awareness ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Phoneme/grapheme knowledge ,[object Object],[object Object],[object Object]
Phonological awareness ,[object Object],[object Object],[object Object],[object Object]
Phonemic awareness and Phonics ,[object Object],[object Object],[object Object],[object Object]
Phonological inefficiency ,[object Object],[object Object]
Phonics vs. Phonological Awareness ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Auditory processing checklist ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Formal assessment tools ,[object Object],[object Object],[object Object],[object Object]
Processing tests ,[object Object],[object Object],[object Object],[object Object]
Woodcock-Johnson Psychoeducational Batteries ,[object Object],[object Object],[object Object],[object Object]
WJ-III (continued) ,[object Object],[object Object],[object Object],[object Object]
WJ-III ,[object Object],[object Object],[object Object],[object Object]
WJ-III ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Test of Phonological Awareness ,[object Object],[object Object],[object Object],[object Object]
The Phonological Awareness Test ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Lindamood Auditory Conceptualization Test  ,[object Object],[object Object],[object Object]
Common audiology tests ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Rapid Naming If you don’t ride a bike fast enough, you will fall off.
Visual-motor integration ,[object Object],[object Object],[object Object],[object Object],[object Object]
Phonemic performance ,[object Object],[object Object],[object Object]
prevalence ,[object Object],[object Object],[object Object]
… and so…. You can look for reading disabilities in a pediatric practice near you disguised as  stomach ache, head ache, ADHD, generalized anxiety, vague complaints of poor school performance, among many other things.

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Reading Disabilities and the Importance of Early Detection and Intervention

  • 1. Reading Disabilities Thomas B. King, M. Ed. Educational Consultant Division of Child Neurology
  • 2.
  • 3.
  • 4.
  • 5.
  • 6.
  • 7.
  • 8. One Observation “I would rather have a root canal than be asked to read.”
  • 9.
  • 10.
  • 11.
  • 12.
  • 13.
  • 14.
  • 15.
  • 16.
  • 17.
  • 18.
  • 19.
  • 20.
  • 21.
  • 22.
  • 23.
  • 24.
  • 25.
  • 26.
  • 27.
  • 28. Rapid Naming If you don’t ride a bike fast enough, you will fall off.
  • 29.
  • 30.
  • 31.
  • 32. … and so…. You can look for reading disabilities in a pediatric practice near you disguised as stomach ache, head ache, ADHD, generalized anxiety, vague complaints of poor school performance, among many other things.