Pre-Learning Self-Assessment

Learning Disabilities (LDs) that impact reading are predominantly characterized by letter reversals and blending challenges.

Students need to know decoding and word identification strategies before they can develop vocabulary and comprehension.

Vocabulary knowledge is one of the key factors that directly determines reading comprehension ability.

For students with LDs, whole word approaches are more effective than phonics approaches.

If I teach word identification skills, students will naturally gain fluency in their reading.

Repeated Reading and Guided Reading are effective strategies for developing fluency.

For students with LDs, there is a significant correlation between reading and writing abilities.

Reading interventions begun at Grade 3 are much less likely to succeed than early interventions.