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Genetics, the Environment, and Poor Instruction as Contributors to Word-Level Reading Difficulties: Does It Matter for Early Identification and Instruction?
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Genetics, the Environment, and Poor Instruction as Contributors to Word-Level Reading Difficulties: Does It Matter for Early Identification and Instruction?
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Genetics, the Environment, and Poor Instruction as Contributors to Word-Level Reading Difficulties: Does It Matter for Early Identification and Instruction?
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Journal Article
Genetics, the Environment, and Poor Instruction as Contributors to Word-Level Reading Difficulties: Does It Matter for Early Identification and Instruction?
2018
Overview
The focus of this article is on word-level reading difficulties, a phenomenon researchers call dyslexia. Researchers do not make a distinction between dyslexia and \"other\" types of word-level reading difficulties. Rather, they operationally define dyslexia as word-level reading difficulty despite adequate student effort and learning opportunity (and not attributable to blindness, deafness, or a severe intellectual impairment). There is ample research showing that genetics is implicated in the reading difficulties of a large portion of students, and environmental factors and hearing impairments can also affect reading development.
