Reading Research

The American Academy of Pediatrics: Section on Ophthalmology and Council on Children with Disabilities, American Academy of Ophthalmology, American Association for Pediatric Ophthalmology and Strabismus, and American Association of Certified Orthoptists published a Joint Policy Statement in August, 2009:


dyslexia readingLearning disabilities, including reading disabilities, are commonly diagnosed in children. Their etiologies are multifactorial, reflecting genetic influences and dysfunction of brain systems. Learning disabilities are complex problems that require complex solutions. Early recognition and referral to qualified educational professionals for evidence-based evaluations and treatments seem necessary to achieve the best possible outcome. Most experts believe that dyslexia is a language-based disorder. Vision problems can interfere with the process of learning; however, vision problems are not the cause of primary dyslexia or learning disabilities. Scientific evidence does not support the efficacy of eye exercises, behavioral vision therapy, or special tinted filters or lenses for improving the long-term educational performance in these complex pediatric neurocognitive conditions. Diagnostic and treatment approaches that lack scientific evidence of efficacy, including eye exercises, behavioral vision therapy, or special tinted filters or lenses, are not endorsed and should not be recommended.

The International Dyslexia Association (IDA) developed the Knowledge and Practice Standards for Teachers of Reading which outlines the requirements needed to become certified in Structured Literacy.  There are 2 paths for certification:

  1. university programs accredited by the IDA, and
  2. independent teacher training programs accredited by the IDA.
Background and History on the “Reading Wars”
 National Reading Panel
Literate Nation
 Reading Recovery
By Louisa Moats


Dyslexia and the New Science of Reading: this article appeared in Newsweek in November 1999 yet is still very relevant today.

Sherman on Brain Research and Reading

NCLD’s Reading Comprehension Instruction for Students with Learning Disabilities

Wrightslaw The Best Kept Secret in Special Education

Wrightslaw Fifth grader is reading at 2.7 grade level. Should he be tested for Special Ed?

Lighting the Way: The Reading Panel Report Ought to Guide Teacher Preparation

Don’t “Dys” Our Kids:  Dyslexia and the Quest for Grade Level Reading

Rapid Automatized Naming (RAN) and Reading Fluency: Implications for Understanding and Treatment of Reading Disabilities by Elizabeth S. Norton and Maryanne Wolf

 Effectiveness of Treatment Approaches for Children and Adolescents with Reading Disabilities: A Meta-Analysis of Randomized Controlled Trials

The Usefulness of Brief Instruction in Reading Comprehension Strategies