Wanted

Research on the nature of reading and spelling disability (dyslexia) indicates unequivocally that most dyslexic individuals do not process language accurately or fluently at the level of phonology and that they may experience disorders in syntax and semantics as well. Simultaneously, intervention research clearly demonstrates that individuals who arc taught language structure explicitly progress more readily than those who are not. Given the consistency of research findings, the paucity of teachers skilled in teaching language explicitly to dyslexic children is of more concern than ever. Surveys of teacher knowledge, reviews of the literature on teacher education, and policy statements indicate that many teachers are underprepared to teach language content and processes to children whose learning problems are language based. Even motivated and experienced teachers typically understand too little about spoken and written language structure to be able to provide sufficient instruction in these areas. A new approach to teacher education is needed that emphasizes the importance of language knowledge for literacy instruction, as well as its skilled application to instructional planning.