Abstract
The paper provides research concerning reading disabilities in general and goes on to discuss the problems and challenges posed by teaching ESL students. The paper explores the prevalence of reading disabilities in ESL children and looks at the issues specific to Arabic-speaking learners in non-Arabic schools.

Outline:
Background: What We Know About Reading Disabilities
Reading Disabilities and the ESL Learner
Issues Specific to Arabic-Speaking Learners
Arab Children with Reading Disabilities in English-Speaking Schools

From the Paper
"Reading disabilities pose one of the greatest threats to a child's learning, since all other subjects become reliant on comprehension as education progresses. English as a second language (ESL) students have additional needs, since their knowledge of language has been shaped differently than children who speak English as their native language. Arabic children in particular may struggle in the English-speaking classroom because of the drastically different systems of speech, reading, and learning in English and Arabic language. Further, some evidence exists that Arabic children suffer from reading disabilities more often than other children due to consanguineous marriages."

Tags:dyslexia, language, literacy, culture, vocabulary, comprehension

Abstract
This is a paper that reflects on a student with a reading disability and thus his intervention needs in an inclusive classroom

Abstract
This paper explains how we acquire reading skills, examines and explains lexical and phonological dyslexia and discusses some of the research being done in the area. The paper concludes with a recommendation for programs that could be used to help children with reading disabilities.

From the Paper
"Reading is the process of acquiring linguistic meaning from printed or written symbols. These symbols can take a variety of forms. English uses 26 characters that can be combined in a nearly infinite number of possible combination. Another way to symbolize words is found in the Braille system, which uses patterns or raised dots to represent letters instead of ink on paper. Other languages, such as traditional Japanese and Chinese, use individual symbols that are derivations of visual representations of spoken words, sometimes called pictographs. In fact our society uses some pictographs. Company logos are one example; traffic signs are another."

Tags:linguistic, printed, written, symbols, phonologically, dyslexic, vocabulary, language

Abstract
This paper examines issues and challenges that students face with reading, offering suggestions and methods to overcome them. First, the paper looks at the reasons that students today are less likely to read than in years past. Then, the paper addresses the importance of reading comprehension and how to improve it. Various scholars and their works are cited. Additionally, the paper makes suggestions for teachers on how to encourage reading and teach steps for becoming strong readers. This may include reading aloud to students or giving reading projects or reading initiatives. The paper concludes by discussing how teachers can inspire students to develop strong reading skills, particularly noting how reading will impact their future.

Outline:

Introduction
Reading Lessons
Reading Projects
Reading Initiatives

From the Paper
"In the past, students were not so bombarded with technology and when they wished to be entertained, it was either television, radio, the cinema, records and of course reading, but with the advent of technology, beginning sometime in the mid 1980's, today's students do not see any point to reading, for they see it as redundant, unnecessary and at times boring, due in part to the wide access to the Internet, I-phones, texting, and most certainly entertainment provided by the mass media which predominantly utilizes images instead of words to convey ideas and concepts. Thus, as any professional teacher in today's modern world knows so well, this situation demands improvement, especially related to getting students (and young adults) to read (i.e., books) instead of spending their free time (and most of their school time) in front of a computer, a television or some other technology-based instrument or product, thus increasing their appreciation for the written word."

Tags:learning disabilities, dyslexia, literacy, critical thinking

Abstract
This paper addresses the problem of weak reading skills in middle school students, and suggests educational approaches to improving reading comprehension in particular. The author recommends that teachers, the instructional and/or educational materials and the educational policies should be at the forefront in assisting middle school children to acquire the reading comprehension skills they need. The role of each is described in the paper. Additionally, accommodations are recommended for children with special educational needs. The paper also lists the five essential components of reading instruction, describing the importance of each one. The paper concludes by stating students also take responsibility for their reading progress by practicing regularly.

Outline:
Introduction
Review of Related Literature
Factors to increasing the reading comprehension abilities of the middle graders
The Teachers
Provision of More time for the Students
Maintenance of Research Based Curriculum and Instructional Approaches Regarding Reading Comprehension
Reference List

From the Paper
"Indeed, there have been recent studies conducted which reveal that reading and comprehension is becoming a challenging tasks for the teachers, particularly when they are handling the students from the middle grades. Students who are in the in their middle age of learning are already being taught for proper reading and comprehension. However, there are reports that show that there are increasing number of students who have gone to higher levels but "are still not fully equipped with the right reading and comprehension perspectives," thus a big task to teachers and other educational facilitators nowadays is how to increase the reading comprehension of students in the middle school (Snow, 2002)."

Tags:reading, elementary, school, dyslexia, learning, disabilities, reading, comprehension

Abstract
This paper explains that one of the greatest challenges for any educator is dealing with a student with reading difficulties. However, a number of different programs exist to deal with the different forms of comprehension difficulties: Edmark Reading Program and Reading Matery programs. The author points out that the auditory and picture matching approach of Edmark has been shown to be helpful for students from developmentally and socially disabling backgrounds. The paper relates that since dyslexics often report grappling with frequently misused letters and miss substituting of vowels and consonants; the program Reading Matery,designed to underline the specific dyslexic's need for reinforcement in his or her word sorting capacity and to learn other decoding methods to compensate for potential cognitive decoding difficulties, is better than the overall reinforcement of pictures, words and sounds in Edmark.

From the Paper
"The experimental group students received 15 minutes per day of tutoring by America Reads Volunteers in the Edmark Reading Program, a highly structured sight word program; control group students were simply read aloud to for 15 minutes each day by the same volunteers. Results indicated a significant difference in the performance of experimental group of students on the WRMT-R Passage Comprehension subtest and Edmark posttest. Qualitative data indicated that more experimental group students than control group students exhibited significantly improved reading ability, attitudes toward reading, attitudes toward school, and attitudes toward self. Results suggested that schools should consider the use of volunteers to implement one-on-one tutoring in the Edmark Reading Program to teach a supplementary sight word vocabulary to at-risk first graders. Thus, Edmark's 'hands on' approach may be helpful for students from disadvantaged backgrounds as well."

Tags:dyslexic, developmental-disabled, decoding, social

Abstract
In the paper, different reading assessment models are addressed as well as the uses of reading assessment measures that are effective, from impact on student progress to informing instruction.

From the Paper
"One of the most important assessments in special education is reading assessment, particularly since many children are often placed in special education due to challenges in reading. Reading assessment for special education students must both inform instruction and assess program effectiveness. According to the International Reading Association (IRA) "Students in special education have the right to reading assessments that provide sound information to the teacher, pupil and family that can be used to guide and improve instruction and learning." Reading assessments, when effective, are..."

Tags:learning disability, teaching, educators, curriculum, standardized tests, component-based measures, skills, diagnosis, validity

Abstract
This paper examines different teaching strategies to enable all teachers to teach the primary (K-3rd) learning disabled students to read at the Miami Park Elementary School. It explores the characteristics of the learning disabled (LD) to depict the extensive difficulties they encounter in learning and shows how students with LD also suffer from behavioral problems because of their learning difficulties. The strategies include: diagnosing students early with reading disabilities, designing an individualized- instruction programs for each student, providing intensive-teaching programs for reading, writing and spelling, designing individualized reading programs for students with reading disabilities and stimulating students? desire to learn through creative forms of expression. It analyzes how ultimately, the successful implementation of these strategies requires the collaboration of both the regular education and LD teachers and how together, they can create a consistent and supportive atmosphere of learning for learning disabled students.

From the Paper
"In other intensive sessions, teachers can employ specialized techniques to help the students with LD overcome their reading difficulties. Many students with LD have difficulties applying what they have learned in other situations. For example, they can read the word "pine," but have difficulties with "wine" or "sign." Therefore, Maureen Lovett, a child psychologist working in experimental public school classrooms in Toronto and Mississauga, came up with a strategy called "talking-to-yourself" learning?a series of rhyming patterns to trigger the sounds of similar words ("Why kids can't read," 1998, p. 42). Learning education teachers at the Miami Park Elementary School can do further research in other successful techniques for teaching the students. Furthermore, they should also teach the regular education teachers about techniques that work for particular students."

Tags:education, psychologist, writing, spelling, classroom

Abstract
This paper critically analyzes the article "How Do Your Kids Do at Reading? And How Do You Assess Them?", taken from the 'Teaching Exceptional Children' journal, by David L. Tucker and Jeffrey P. Bakken. According to the paper, the article reports that 50% of all students with disabilities have learning disabilities; and that 80% of students with learning disabilities have substantial reading problems.

From the Paper
"When you judge reading progress based on "errors" or "mistakes," you miss the mark as a teacher of reading, the authors emphasize. "Right and wrong" have a place in math, because numbers don't have subjective sub-texts; they are black and white. But if teachers don't want to turn students off to reading skills by being to exact and strict, then miscue analysis is a way to help students concentrate on the bigger picture, meaning.
Indeed, as a teacher, why be negative when by using miscue analysis as the tool for assessment helps the student zero in on the meaning of what he or she has read, not just the technical correctness of the passage? The authors make the point on page 3 that "instructionally relevant" assessment procedures cry out for the use of miscue analysis; and they quote Goodman"

Tags:educators, teachers, students, assessment, product, strategies

Abstract
The paper examines the three methods for teaching reading-- phonics, whole language and repeated reading and then provides a comparative analysis of these three methods. The paper concludes that the impact of the repeated reading method in improving reading fluency, word recognition accuracy and reading comprehension makes it an effective alternative for teach learning disabled students .

From the Paper
"Many educators feel that phonics is the key for teaching early reading skills to children. They maintain that young students should learn the sounds for each letter and the rules that accompany many so they may become independent readers where they sound out unfamiliar words. While teaching phonics is still an important concept, one must also understand that the whole language approach is an exciting and interesting method designed to include all subjects when teaching reading. Students learn about science, social studies, and math while participating in their language arts lesson. There are also many supporters of the Balanced Program that combine teaching phonics in the whole language classroom environment."

Tags:groups, teachers, literacy, story