Laws, practices, and research about reading difficulties have been gradually and rapidly changing since the passage of the Individuals with Disabilities Education Act in 1974. It is difficult for schools to keep up, especially when it takes approximately 16 years for research to reach widespread public knowledge. In this article, I frame the latest research about reading difficulties within the daily discussions occurring in schools. I address misconceptions and best practices about dyslexia, learning disabilities, screening, instruction, and a common, but unknown cause of reading difficulties—developmental language disorder. Research cited in this article come from studies funded by the National Institutes of Child Health and Development and the Institute of Education Sciences.

中文翻译：

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关于阅读障碍的新的、鲜为人知的研究：教师想知道

自 1974 年《残疾人教育法》通过以来，有关阅读困难的法律、实践和研究一直在逐渐、迅速地发生变化。学校很难跟上，特别是当研究需要大约 16 年的时间才能广泛传播到公众手中时知识。在这篇文章中，我在学校的日常讨论中框架了有关阅读困难的最新研究。我阐述了关于阅读障碍、学习障碍、筛查、指导以及阅读困难的常见但未知原因——发展性语言障碍的误解和最佳实践。本文引用的研究来自美国国立儿童健康与发展研究所和教育科学研究所资助的研究。