Training on learning disabilities

for parents and teachers.

New strategies and methodologies

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- Inserm, ed. Dyslexia, Dysorthography, Dyscalculia: Review of the scientific data. Short version.Paris, 2007, 82 p.-(Collective Expert Report).

See more at:


-     Teaching English to children with specificlearning difficulties. Mgr. PavlaTlustošová, MASARYK UNIVERSITY BRNO.

It´s a doctoral thesis  about learning difficulties. There is a little part about dysorthographia. The most useful part is related to how teachers can help to these pupils.





Is from “Thinking ahead”.This is a worldwide movement comprised of intellectuals, artists, critical thinkers, observers of society, parents, doctors, scientists, individuals interested in education and child development, and every walk of life working together to research, summarize, communicate, develop and publish talks, informative publications and videos, and dissiminate information in order to generate an informed point of view to allow us all to THINK AHEAD!

THINKING ahead an Enlightening and Educational Campaign on childhood”, a No - Profit Association, non-partisan and non-confessional.


Several resources in learning disabilities, especially in writing.


It´s from the Research, Society and Culture Centre (Fonds the recherché, Societéet Culture de Quebec)


Is a center who offers different courses and degrees, but if you create an account, you can access to different interesting materials about education.


It´s a book created by the teachers association of Quebec (Canadá).It´s not only about Dysorthographia, but about other learning disabilities.

· Materials created by a team with the support of European Union (Erasmus+ programe) “Supporting higher education students with specific learning difficulties”:

Inclusion&Accessibility in ActionResearch Unit

IPLeiria’s Student Support Service


Informationaboutdysorthography. In thispage, it´savailable a game to workseveralfunctions, notonly in dysorthographia, but in dyslexia.


This is an article whoappears in The National (USA) Center for Biotechnology Information (NCBI) web. This contributes to improve the knowledge in different sciences and collaborates with the National Library of Medicine (USA).



The usual is to find books not only based on Dysorthography, but about other reading-writing diseases. Here you have some of them:

How to Beat Dyslexia and Dysgraphia - My Story (English Edition) Edition Kindle.
Unlocking Literacy: Effective Decoding and Spelling Instruction, Second Edition. By Marcia K. Henry Ph.D. (Author), Maryanne Wolf (Foreword)
Speech to Print Workbook: Language Exercises for Teachers, Second Edition 2nd Edition, by Louisa Moats Ph.D. (Author)
Speech to Print: Language Essentials for Teachers, Second Edition 2nd Edition, by Louisa Moats Ph.D. (Author)



Aaron, P. G., Joshi, R. M., Boulware-Gooden, R., &Bentum, K. (2008). Diagnosis and treatment of reading disabilities based on the Component Model of Reading: An alternative to the Discrepancy Model of Learning Disabilities. Journal of Learning Disabilities, 41, 67–84.

Aaron, P. G., Joshi, R. M., &Quatroche, D. (2008).Becoming a professional reading teacher. Baltimore, MD: Paul H. Brookes Publishing.

Adams, M. J. (1990). Beginning to read: Thinking and learning about print: A summary. Cambridge, MA: MIT.

Adams, M. J., Foorman, B., Lundberg, I., & Beeler, T. (1998).The elusive phoneme. American Educator, 22(1–2), 18–29.

August, D., & Shanahan, T. (Eds.). (2006). Executive summary: Developing literacy in second-language learners: Report of the National Literacy Panel on language-minority children and youth. Mahwah, NJ: Lawrence Erlbaum Associates.

Bailey, A., Heritage, M., Butler, F., &Walqui, A. (2000).Title of manuscript.Unpublished manuscript.

Beck, I., McKeown, M., Hamilton, R., &Kucan, L. (1998).Getting at the meaning.American Educator, 22 (1–2), 66–71, 85.

Berninger, V. W. (2006). Defining and differentiating dyslexia, dysgraphia, and language learning disability within a working memory model. In E. Silliman & M. Mody (Eds.), Language impairment and reading disability: Interactions among brain, behavior, and experience. New York, NY: The Guilford Press.

Berninger, V. W., Abbott, R. D., Abbott, S. P., Graham, S., & Richards, T. (2002). Writing and reading: Connections between language by hand and language by eye. Journal of Learning Disabilities 35, 39–56.

Berninger, V. W., & Richards T. L. (2002).Brain literacy for educators and psychologists. San Diego, CA: Academic Press.

Berninger, V. W., & Wolf, B. J. (2009).Teaching students with dyslexia and dysgraphia lessons from teaching and science. Baltimore, MD: Paul H. Brookes Publishing.

Birsh, J. R. (Ed.). (2011). Multisensory teaching of basic language skills (3rd ed.). Baltimore, MD: Paul H. Brookes Publishing.

Birsh, J. R. (2011). Connecting research and practice.In J. R. Birsh, Multisensory teaching of basic language skills (3rd ed., pp. 1–24). Baltimore, MD: Paul H. Brookes Publishing.

Branum-Martin, L., Fletcher, J. M., &Stuebing, K. K. (2013). Classification and identification of reading and math disabilities: The special case of comorbidity. Journal of Learning Disabilities, 12, 906–915.

Cardenas-Hagen, E. (2011). Language and literacy development among English language learners. In J. R. Birsh, Multisensory teaching of basic language skills (3rd ed.). (pp. 605–630). Baltimore, MD: Paul H. Brookes Publishing.

Carlisle, J. F., & Rice, M. S. (2002). Improving reading comprehension: Research-based principles and practices. Timonium, MD: York Press.

Carreker, S. (2008, September). Is my child dyslexic? The International Dyslexia Association.Retrieved from

Chall, J. (1996). Stages of reading development (2nd ed.). Orlando, FL: Harcourt Brace.

Clark, D., &Uhry, J. (Eds.). (2004). Dyslexia: Theory and practice of instruction (3rd ed.). Austin, TX: Pro-Ed.

Council of Educators for Students with Disabilities, Inc. (2013).Dyslexia and the section 504 process. Austin, TX: Richards.

Cunningham, P., &Allington, R. (1994). Classrooms that work: They can all read and write. New York, NY: Harper Collins College.

Cunningham, A., &Stanovich, K. (1998). What reading does for the mind. American Educator, 22(1–2), 8–15.

Dehaene, S. (2010). Reading in the brain: The new science of how we read. New York, NY: Penguin.

Diehl, J. D., Frost, S. J., Mencl, W. E., & Pugh, K. R. (2011).Neuroimaging and the phonological deficit hypothesis. In S. Brady, D. Braze, & C. Fowler (Eds.), In explaining individual difference in reading theory and evidence (pp. 217–237). New York, NY: Psychology Press.

Fletcher, J. M., Francis, D. J., Boudousquie, A., Copeland, K., Young, V., Kalinowski, S., & Vaughn, S. (2005). Effects of accommodations on high-stakes testing for students with reading disabilities.Exceptional Children, 72(2), 136–150.

Fletcher, J. M., Lyon, G. R., Fuchs, L. S., & Barnes, M. A. (2007). Learning disabilities: From identification to intervention. New York, NY: The Guilford Press.

Florida Center for Reading Research.(n.d.).A Principal’s guide to intensive reading interventions for struggling readers in Reading-First Schools. Retrieved from

Foorman, B. (Ed.). (2003). Preventing and remediating reading difficulties. Timonium, MD: York Press.

Fox, B. (1996). Strategies for word identification: Phonics from a new perspective. Englewood Cliffs, NJ: Prentice Hall.

Goldsworthy, C. L. (1996). Developmental reading disabilities: A language-based approach. San Diego, CA: Singular.

Gooch, D., Snowling, M., & Hulme, C. (2011).Time perception, phonological skills, and executive function in children with dyslexia and/or ADHD symptoms. The Journal of Child Psychology and Psychiatry, 52(2), 195–203.

Hall, S. L., & Moats, L. C. (1999).Straight talk about reading. Chicago, IL: Contemporary.

Hanna, P. R., Hanna, J. S., Hodges, R. E., &Rudorf, E. H. (1966). Phoneme-grapheme correspondences as cues to spelling improvement. Washington, DC: Department of Health, Education, and Welfare.

Harpin, V., Mazzone, L., Raynaud, J. P., Kahle, J. R., &Hodgkins, P. (May 22, 2013). Long-term outcomes of ADHD: A systematic review of self-esteem and social function. Journal of Attention Disorders.doi:10.1177/1087054713486516

Hart, B., &Risley, T. R. (1995). The early catastrophe: The 30 million word gap by age 3. In B. Hart & T. R. Risley (Eds.), Meaningful differences in the everyday experience of young American children (pp. 119–140). Baltimore, MD: Paul H. Brookes Publishing.

Healy, J. (1990). Endangered minds: Why children don’t think and what we can do about it. New York, NY: Touchstone.

Hecker, L., &Engstrom, E. U. (2011).Technology that supports literacy instruction and learning. In J. R. Birsh, Multisensory teaching of basic language skills (3rd ed.). (pp. 657–683). Baltimore, MD: Paul H. Brookes Publishing.

Henry, M. K. (2010). Unlocking literacy: Effective decoding and spelling instruction (2nd ed.). Baltimore, MD: Paul H. Brookes Publishing.

Hogan, K., & Pressley, M. (Eds.). (1997). Scaffolding student learning: Instructional approaches and issues. Cambridge, MA: Brookline Books.

Hume, C., &Snowling, M. (Eds.). (1994). Reading development and dyslexia. San Diego, CA: Singular.

The International Dyslexia Association. (2009, March). IDA position statement. Retrieved from

The International Dyslexia Association.(2010). Knowledge and practice standards for teachers of reading.Retrieved from

The International Dyslexia Association.(2012). Dyslexia basics.Retrieved from

The International Multisensory Structured Language Council. (2013). Multisensory structured language programs: Content and principles of instruction.Retrieved from

Joshi, R. M., Padakannaya, P., &Nishanimath, S. (2010). Dyslexia and hyperlexia in bilinguals. Dyslexia, 16, 99–118.

Joshi, R. M., Treiman, R., Carreker, S., & Moats, L. (2008). How words cast their spell: Spelling instruction focused on language, not memory, improves reading and writing. American Educator, 32(4), 6–16, 42–43.

Kavale, K. A., &Forness, S. R. (1996). Social skill deficits and learning disabilities: A meta-analysis. Journal of Learning Disabilities, 29(3), 226–237.

Klassen, A. F., Miller, A., & Fine, S. (2004). Health-related quality of life in children and adolescents who have a diagnosis of attention-deficit/hyperactivity disorder.Pediatrics, 114(5), 541–547.

Levine, M. (1994). Educational care: A system for understanding and helping children with learning problems at home and in school (2nd ed.). Cambridge, MA: Educators Publishing Service.

Lyon, G. R. (1995). Toward a definition of dyslexia. Annals of Dyslexia, 45, 3–27.

Lyon, G. R., Shaywitz, S. E., &Shaywitz, B. A. (2003). Defining dyslexia, comorbidity, teachers’ knowledge of language and reading: A definition of dyslexia. Annals of Dyslexia, 53, 1–14.

McCardle, P., & Chhabra, V. (2004).The voice of evidence in reading research. Baltimore, MD: Paul H. Brookes Publishing.

McCardle, P., Miller, B., Lee, J. R., &Tzeng, O. J. L. (2011).Dyslexia across languages. Baltimore: Paul H. Brookes Publishing.

Mather, N., &Wendling, B. J. (2012).Essentials of dyslexia assessment and intervention. Hoboken, NJ: John Wiley & Sons.

Mazzone, L., Postorino, V., Reale, L., Guarnera, M., Mannino, V., Armando, M., Fatta, L., De Peppo, L., &Vicari, S. (2013). Self-esteem evaluation in children and adolescents suffering from ADHD. Clinical Practice and Epidemiology in Mental Health 9, 96–102.

Meyer, M. S., & Felton, R. H. (1999).Repeated reading to enhance fluency: Old approaches and new directions. Annals of Dyslexia, 49, 283–306.

Moats, L. C. (1995). Spelling: Development, disability, and instruction. Baltimore, MD: York.

Moats, L. C. (1998).Teaching decoding.American Educator, 22(1–2), 42–49, 95.

Moats, L. C. (1999). Teaching reading is rocket science: What expert teachers of reading should know and be able to do (Item No. 39-0372). Washington, DC: American Federation of Teachers.

Moats, L. C. (2010). Speech to print: Language essentials for teachers (2nd ed.). Baltimore, MD: Paul H. Brookes Publishing.

Moats, L. C., Carreker, S., Davis, R., Meisel, P., Spear-Swerling, L., & Wilson, B. (2010).Knowledge and practice standards for teachers of reading.International Dyslexia Association, Professional Standards and Practices Committee. Retrieved from

Moats, L. C., & Dakin, K. E. (2008).Basic facts about dyslexia and other reading problems. Baltimore, MD: The International Dyslexia Association.

National Association of State Directors of Special Education (2005). Response to intervention: Policy considerations and implementation. Alexandria, VA: Author.

National Reading Panel. (2000). Report of the National Reading Panel: Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: National Institute of Child Health and Human Development.

Nevills, P., & Wolfe, P. (2009). Building the reading brain, PreK–3 (2nd ed.). Thousand Oaks, CA: Corwin Press.

Norlin, J. W. (2011). What do I do when: The answer book on Section 504 (4th ed.). Horsham, PA: LRP Publications.

Olson, R. K., Keenan, J. M., Byrne, B., & Samuelsson, S. (2014). Why do children differ in their development of reading and related skills? Scientific Studies of Reading, 18(1), 38–54.

Pennington, B. F. (2009). Diagnosing learning disorders: A neuropsychological framework. New York, NY: The Guilford Press.

Peterson, R. L., & Pennington, B. F. (2012).Developmental dyslexia. The Lancet, 379(9830), 1997–2007.

Pisha, B., & O’Neill, L. (2003) When they learn to read, can they read to learn? Perspectives, 29(4), 14–18.

Pressley, M. (1998).Reading instruction that works: The case for balanced teaching. New York, NY: The Guildford Press.

Putnam, L. R. (1996). How to become a better reading teacher: Strategies for assessment and intervention. Englewood Cliffs, NJ: Prentice Hall.

Rhodes, R. L., Ochoa, S. H., & Ortiz, S. O. (2005). Assessing culturally and linguistically diverse students: A practical guide. New York, NY: The Guilford Press.

Sawyer, M. G., Whaites, L., Rey, J., Hazell, P. L., Graetz, B. W., &Baghurst, P. (2002). Health-related quality of life of children and adolescents with mental disorders. Journal of the American Academy of Child and Adolescent Psychiatry, 41(5), 530–537.

Sedita, J. (2011). Adolescent literacy: Addressing the needs of students in grades 4–12. In J. R. Birsh (Ed.), Multisensory teaching of basic language skills (3rd ed., p. 532). Baltimore, MD: Paul H. Brookes Publishing.

Shaywitz, S. (1996).Dyslexia. Scientific American, 275, 98–104.

Shaywitz, S. (1998).Dyslexia. New England Journal of Medicine, 338, 307–311.

Shaywitz, S. (2003).Overcoming dyslexia: A new and complete science-based program for reading problems at any level. New York, NY: Alfred A. Knopf.

Shaywitz, S., Morris, R., &Shaywitz, B. A. (2008).The education of dyslexic children from childhood to young adulthood. The Annual Review of Psychology, 59, 451–475.

Siegel, L. (2013). Understanding dyslexia and other learning disabilities. Vancouver, BC: Pacific Educational Press.

Snow, C. E. (2002). Reading for understanding: toward a research and development program in reading comprehension. Santa Monica, CA: RAND.

Snow, C. E., Burns, M. S., & Griffin, P. (1998).Prevention of reading difficulties in young children. Washington, DC: National Academy Press.

Snowling, M. J., & Stackhouse, J. (2006). Dyslexia, speech, and language: A practitioner’s handbook (2nd ed.) Hoboken, NJ: John Wiley & Sons.

Sousa, D. A. (2005). How the brain learns to read. Thousand Oaks, CA: Corwin Press.

Swanson, H. L., Harris, K. R., & Graham, S. (2003). Handbook of learning difficulties. New York, NY: The Guilford Press.

Torgesen, J. K. (1998). Catch them before they fall. American Educator, 22(1–2), 32–39.

Torgesen, J. K. (2004). Lessons learned from research on interventions for students who have difficulty learning to read. In P. McCardle& V. Chhabra (Eds.), The voice of evidence in reading research (pp. 355–382). Baltimore, MD: Paul H. Brookes Publishing.

Torgesen, J., &Mathes, P. G. (2000).A basic guide to understanding, assessing, and teaching phonological awareness. Austin, TX: Pro-Ed.

Vail, P. (1987). Smart kids with school problems: Things to know and ways to help. New York, NY: New American Library.

Vaughn Gross Center for Reading and Language Arts at The University of Texas at Austin (2005). Introduction to the 3-Tier Reading Model: Reducing reading disabilities for kindergarten through third grade students(4th ed.). Austin, TX: Author.

Vaughn, S., &Linan-Thompson, S. (2003). Group size and time allotted to intervention. In B. Foorman (Ed.), Preventing and remediating reading difficulties (pp. 275–320). Parkton, MD: York Press.

Vellutino, F. R., Fletcher, J. M., Snowling, M. J., & Scanlon, D. M. (2004). Specific reading disability (dyslexia): What have we learned in the past four decades. Journal of Child Psychology and Psychiatry, 45(1), 2–40.

Wilkins, A. M., & Garside, A. H. (2002). Basic facts about dyslexia: What every layperson ought to know. The Orton Emeritus Series (3rd ed.). Baltimore, MD: International Dyslexia Association.

Wolf, M., (Ed.) (2001).Dyslexia, fluency, and the brain. Timonium, MD: York Press.