Preschool students who receive decontextualized alphabet instruction demonstrate higher outcomes in phonemic awareness and letter-name and letter-sound identification accuracy and fluency than those who receive contextualized instruction.

What do we know about effective literacy instruction for students with or at risk for dyslexia? This post provides a breakdown of research by Hall et al. (2023) that analyzed forty years of reading intervention research.

The Learning Disability Hub provides resources to educators and caregivers interested in learning about characteristics of students with learning disabilities and how to support and advocate for these students.

Dr. Seth King, a professor of special education at the University of Iowa, shares his experiences of being a twice-exceptional student with dysgraphia.

In Part 1 of this blog post series, Hardeman and Young address what dysgraphia is and how it can present across grade levels.