• Catherine Christo
  • Stephen E. Brock
  • John Davis
Part of the Developmental Psychopathology at School book series (DPS)

Reading is a complex neurobiological process that we are just beginning to understand. Because dyslexia is most often considered to be an academic problem, school-based practitioners need tools to better diagnose the disorder (as discussed in Chap. 6) and strategies to better intervene. In particular, since the passage of PL 94-142, or the Education for All Handicapped Children Act of 1975, it is clear that interventions have to be provided to students identified with a specific learning disability (SLD). Dyslexia is currently included in the most recent reauthorization of PL 94-142, the Individuals with Disabilities Education Act,(IDEA), as a diagnosis that “fits” under SLD. However, as with previous versions of this law, IDEIA does not specify how dyslexia is defined or how it is to be treated. Nevertheless, it is clear that as many as 80% of the students served in the SLD category have reading problems (Lyon et al., 2001). For this reason,, it is incumbent upon school-based...


Reading Comprehension Reading Fluency Phonemic Awareness Reading Program Specific Learning Disability 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Copyright information

© Springer Science+Business Media, LLC 2009

Authors and Affiliations

  • Catherine Christo
    • 1
  • Stephen E. Brock
  • John Davis
    • 2
  1. 1.Department of Special Education, Rehabilitation & School PsychologyCalifornia State University, SacramentoSacramentoUSA
  2. 2.Califonia State UniversityHaywardUSA

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