Connecting the science of reading to social justice: Introduction to the special section.

The science of reading is the consensus of research conducted across multiple disciplines over many years that informs how children learn to read, the types of instructional practices that work best for most students, as well as how to address the needs of students who struggle to learn to read. This body of convergent evidence strongly indicates that approximately 95% of children can be taught to read at or approaching grade level, including students with dyslexia or other learning disabilities (Moats, 2020). Despite this compelling evidence, two-thirds of children cannot read proficiently in this country, and these data illustrate persistent gaps in reading proficiency across race, English learners, disability, and socioeconomic status (National Center for Education Statistics, 2022).

An update on professional education and clinical practices in central auditory processing.

Results of an online questionnaire probing audiologists' professional education and clinical practices in central auditory processing and its disorders are reported. Respondents demonstrated scant knowledge of the efficiency of central auditory tests and procedures; however, they were rather consistent in reporting more frequent use of tests and procedures they rated as more efficient. Many of the tests and procedures (including electrophysiologic measures) reported as most frequently used are among those cited in the literature as having good sensitivity and specificity.

FAMC Intensive Stuttering Treatment Program: ten years of implementation.

An intensive stuttering treatment program for military service members is described. Over a 10-year period, 117 stutters have been treated in a program in which graded airflow, tension/relaxation, electromyographic biofeedback, and a modified hierarchical desensitization procedure have been used to obtain and maintain normally fluent speech. All patients treated have met the criterion of less than 1% stuttered words.

Progress monitoring with objective measures of writing performance for students with mild disabilities.

To adequately monitor progress in writing, a test must show stability and demonstrate a performance profile over time that parallels those of accepted criterion measures. This study investigated the technical adequacy of seven objective indexes of writing quality in monitoring the progress of 36 middle school (Grades 6-8) students with mild disabilities over a 6-month period. The stability of each index was assessed.

Auditory perceptual problems in non-organic hearing disorder.

A series of 22 patients who presented with non-organic hearing disorder were examined for auditory perceptual problems. A test battery that examined eight areas of auditory perception revealed significant auditory perceptual problems in each of the 22 patients. The results indicate a view that differs from the traditional view of non-organic hearing disorder as either conscious feigning of a hearing disorder or an unconscious symptom of an unidentified emotional disorder.