Published Works
Explore the "Published Works by Dr. Pledger Fedora" here at the Dyslexia Institute for Literacy and Learning. Discover the research and insights Dr. Fedora has contributed to dyslexia education and support. Simple, practical, and impactful – these works are a resource for anyone looking to understand more about dyslexia.
Foundational Knowledge for Teaching Reading
By Dr. Pledger Fedora
Dr Pledger Fedora elaborates on the revised Knowledge and Practice Standards for Teachers of Reading (2018) developed by the International Dyslexia Association (IDA), which have been designed to guide the preparation of all teachers of reading.
What All Reading Teachers Should Know and Be Able to Do
By Dr. Pledger Fedora
When students experience reading difficulties— or even before they do—teachers can use specialized knowledge to help them achieve success. This overview of the International Dyslexia Association’s Knowledge and Practice Standards for Teachers of Reading describes those reading and literacy standards and provides resources for teacher education and professional development.
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Teacher Judgment of Early Reading Difficulty
By Dr. Pledger Fedora
Accurate teacher judgment of students’ reading ability is critical for identification of students in need of intervention. Findings of this study indicate that teachers are fairly accurate in their judgments, but the fact that reading ability provides the foundation for academic success suggests the need for a high degree of accuracy in their judgments of students’ reading ability.
Who do students with mild disabilities nominate as cool in inclusive general education classrooms?
By Dr. Pledger Fedora et al.
Examined the nominations that elementary students with mild disabilities made for peers they perceived as cool. Results are discussed in relation to implications for social interventions for students with mild disabilities.
Single and Double Deficits in Early Readers in Rural, Low-Wealth Communities
By Dr. Pledger Fedora
This study used secondary data to test the double-deficit hypothesis that rapid automatized naming (RAN) deficits and phonological awareness (PA) deficits are 2 core reading-related deficits and that students exhibiting deficits in both areas would be the most severely impaired in entry-level reading ability.