In 1985, the Health Research Extension Act became a law and the National Institutes of Health (NIH) were selected to lead the task of developing effective research in the field of learning disabilities. Under the direction of Dr. G. Reid Lyon, comprehensive research networks were set up across the country.

• Reading disabilities (dyslexia) affect one child in five.
• The practice of diagnosing reading disabilities based on discrepancy between IQ and achievement appears invalid.
• The most prevalent type of reading problem is slow and inaccurate decoding and word recognition.

• Difficulty segmenting sounds, (perceiving the tiny parts of words).
• Inability to rapidly name letters and numbers.
• Trouble remembering verbal items presented in sequence.

Deficits in phonological awareness are at the core of dyslexia. Without appropriate intervention, 75% of children identified after nine years of age continue to demonstrate reading difficulties throughout high school. Females are just as likely to experience reading difficulties as males.

• The development of phonological processing and understanding.
• Explicit instruction in sound-symbol relationships (phonics).
• Direct and integrated instruction in text reading and comprehension.

The NIH studies do not endorse any one teaching approach, however the Orton-Gillingham approach -- used by the SLD Learning Center -- incorporates the three key components outlined above.