VIDBE-Q Volume 67 Issue 3
• Does the student show little interest in attempting to read or is hesitant to
read aloud?
• Is reading slow and labored with multiple starts and stops?
• When reading, does the student omit words and/or add additional sounds or
words?
• Does the student exert maximum effort and experience decreased
comprehension of meaning?
• Is there a family history of reading challenges or disabilities, including
dyslexia, dysgraphia, or dyscalculia?
• Has the family requested an evaluation? If so, follow your State's Child-
Find process.
To learn more about dyslexia and vision impairments, please join our webinar
September 14th, 12 PM Central/1 PM Eastern by clicking on the link. Together,
we will discuss the following topics:
• Characteristics of dyslexia and related reading disorders
• The early signs of a struggling reader
• The power and benefit of collaborative partnerships when conducting
evaluations to identify specific needs of a student
• Interventions that address the visual impairment and reading challenges
