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Suggestions for incorporating spelling into whole language learning with normally achieving and poor spellers.
Using dialogue journals with LD students may encourage writing skills and open communication.
A student-directed spelling program is described and its effectiveness is assessed.
A review of factors of classroom arrangement that may increase instructional control.
Issues to consider when helping L D students and their parents resolve problems of secondary to postsecondary transitions.
An underlying organizational framework that teachers can use to systematically decide about using techniques and adapting instructional materials is presented.
A profile of the typical dyslexic student is presented to help school personnel with screening and identification.
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