Dyslexia and the Science of Reading: What counts as evidence?

Session Submission Type: Study Group

Abstract

The topic of dyslexia within the larger science of reading emphasis continues to dominate legislative policy, academic journals and contexts, teacher preparation programs, and mainstream media. Our goal is to continue the conversations that were generated in last year’s study group, as well as inform participants of the impact of Science of Reading on pedagogy and children and plan thoughtful responses for purposes of instruction and policy.

Content Area

• AREA 13. Study Groups

Chairs

• Dixie D. Massey, Seattle Pacific University

• Margaret Vaughn, Washington State University

Presenters

• George G. Hruby, University of Kentucky

• Katherine Stahl, New York University

• Rachael Gabriel, University of Connecticut