Our work

Research

Overview
The research that is generated by CARRD, Inc. is concerned with three areas; etiology, identification, and remediation. The focus of the research concerning etiology is directed at discovering the mechanisms responsible for poor phonological processing abilities which lead to deficient reading. The identification research is responsible for determining the best means to identify children at risk for reading difficulties. Finding the most appropriate intervention strategies toprevent reading difficulties in at-risk children and to remediate the deficient phonological processing skills in children diagnosed as reading disabled or dyslexic is the intention of the remediation research.

Technical Information 
This section provides information regarding the technical information associated with the identification techniques and the training paradigm used by the CARRD, Inc.

Paper Presentations
Dishman-Horst, M., Sagehorn, A., & Hurford D. P. (2009, October). School is a six-hour inconveniencePaper presented at the Mid-Western Educational Research Association Annual Conference, St. Louis, MO.

Dubois, H. A., & Hurford, D. P. (2000, March). Phonemic discrimination training: Comparing computer presentation and person administration models. Paper presented at the Annual convention of the National Association of School Psychologists, New Orleans, LA.

Hurford, D. P. (1989, April). Phonemic discrimination and segmentation ability in disabled readers. Paper presented at the Southwestern Psychological Association 35th Annual Meeting. Houston, TX.

Hurford, D. P. (1990, November). The possible use of IBM-compatible computers and digital-to-analog (D/A) conversion to assess children for reading disabilities and to increase their ability to engage in phonemic awareness. Paper presented at the Society for Computers in Psychology 20th Annual Conference. New Orleans, LA.

Hurford, D. P. (1994, February). Research on phonological processing skills and predictors of readingproblems. Paper presented at 13th Annual Central States School Psychology Conference, Tulsa, OK.

Hurford, D. P. (1995, November). The prevention of reading disabilities. Invited address presented at the Association of Psychological and Educational Research in Kansas Convention, Pittsburg, KS.

Hurford, D. P. (1998, May).  The identification and intervention program. Invited address presented at the Midwestern Psychological Association Annual Meeting, Chicago, IL.

Hurford, D. P. (2002, November). Using the test of variables of attention in the assessment of ADHD. Paper presented at the International Dyslexia Association Conference, Atlanta, GA.

Hurford, D. P. (2005, June). A web-based reading screening system designed for parents, teachers, and professionals. Paper presented at the 9th Annual Technology and the Classroom Conference, Galena, KS.

Hurford, D. P. (2005, November). Overcoming reading disabilities: The Center for the Assessment andRemediation of Reading Difficulties. Keynote address presented at the Learning Disabilities Association of Kansas Convention, Topeka, KS.

Hurford, D. P. (2007, January). The prevention of reading difficulties:  Assessment and intervention. Paper presented at the United School Administrators of Kansas Conference, Wichita, KS.

Hurford, D. P. (2007, February). Assessment of reading difficulties should include evaluation of ADHD. Paper presented at the Midwest Symposium for Leadership in Behavior Disorders, Kansas City, MO.

Hurford, D. P. (2008, March). Linguistic phonics: Teaching young children to read I. Paper presented at the Oklahoma Child Care Association Annual Conference, Oklahoma City, OK.

Hurford, D. P. (2008, March). Linguistic phonics: Teaching young children to read II. Paper presented at the Oklahoma Child Care Association Annual Conference, Oklahoma City, OK.

Hurford, D. P. (2010, November). Early literacy programs designed to eliminate reading failure. Paper presented at the Achievement Gap Conference, Chicago, IL.

Hurford, D. P. (2010, November).  Results of a sensory linguistic phonics kindergarten curriculum. Paper presented at the Achievement Gap Conference, Chicago, IL.

Hurford, D. P. (2014, October). Did you ever think that your child might have dyslexia and ADHD? Everything that you wanted to know about ADHD but no one would tell you. Paper presented at the Dyslexia – Support It Conference, Wichita, KS.

Hurford, D. P. (2015, February). Why do children have dyslexia and difficulties learning to read? Keynote address presented at the Building Partnerships…Working Together Conference. Jackson, MS.

Hurford, D. P. (2015, February). You think that your child might have dyslexia. What do you do? Evaluation procedures. Paper presented at the Building Partnerships…Working Together Conference. Jackson, MS.

Hurford, D. P. (2015, February). You child has been diagnosed with dyslexia, what is next?  Intervention strategies. Paper presented at the Building Partnerships…Working Together Conference. Jackson, MS.

Hurford, D. P. (2015, May). Dyslexia and ADHD: Assessment and interventions (introductory information). Paper presented at the Spring Conference of the Central Ohio International Dyslexia Association, Columbus, OH.

Hurford, D. P. (2015, May). Dyslexia and ADHD: Assessment. Paper presented at the Spring Conference of the Central Ohio International Dyslexia Association, Columbus, OH.

Hurford, D. P. (2015, May). Dyslexia and ADHD: Interventions. Paper presented at the Spring Conference of the Central Ohio International Dyslexia Association, Columbus, OH.

Hurford, D. P. (2015, September). The neurodiversity of dyslexia meets the opaque English writing system. Paper presented at the Higher Order Thinking Skills Convention, Pittsburg, KS.

Hurford, D. P. (2016, May). Why do children have dyslexia and difficulties learning to read? Whatteachers, administrators and staff need to know (Featured Speaker). Olathe Summer Conference, Olathe, KS

Hurford, D. P. (2016, July). Dyslexia 101: What is dyslexia? Paper presented at the Broken Arrow Summer Conference, Broken Arrow, OK.

Hurford, D. P. (2016, July). Dyslexia 102: The English writing system and its contribution to reading failure. Paper presented at the Broken Arrow Summer Conference, Broken Arrow, OK.

Hurford, D. P. (2016, July). Dyslexia 103: Identification strategies for dyslexia. Paper presented at the Broken Arrow Summer Conference, Broken Arrow, OK.

Hurford, D. P. (2016, July). Dyslexia 104: Interventions for dyslexia? Paper presented at the Broken Arrow Summer Conference, Broken Arrow, OK.

Hurford, D. P. (2016, July). Dyslexia 105: Open conversation regarding dyslexia. Paper presented at the Broken Arrow Summer Conference, Broken Arrow, OK.

Hurford, D. P. (2016, July). The current state of the literature in dyslexia: A primer for parents. Keynote address presented at the Our Struggle to Read: A Focus on Dyslexia Conference. Oklahoma City, OK.

Hurford, D. P. (2016, July). The current state of the literature in dyslexia: A primer for parents. Keynote address presented at the Our Struggle to Read: A Focus on Dyslexia Conference. Oklahoma City, OK.

Hurford, D. P. (2016, July). Reading of book I Have Dyslexia children’s book and discussion presented at the Our Struggle to Read: A Focus on Dyslexia Conference. Oklahoma City, OK.

Hurford, D. P., & Jenkins, T.  (2016, July). How do we know it is dyslexia? Paper presented at the Our Struggle to Read: A Focus on Dyslexia Conference. Oklahoma City, OK. Hurford, D. P., Bailey, P. M., & Bangera, A. D. (1988, November). Training phonemic segmentationability with a phonemic discrimination intervention: A preliminary investigation. Paper presented at the Association of Psychological and Educational Research in Kansas Convention, Emporia, KS.

Hurford, D. P., Boux, J. L., &  Butts, S. R., (2013, November). Pre-service teachers are efficient inphonological processing. So what’s the problem and what should colleges of education do about it? Paper presented at the International Dyslexia Association Conference, New Orleans, LA.

Hurford, D. P., Butts, S. R., Boux, J. L., Swigart, C. C., & Hoover, B. B. (2013, January). Whatadministrators need to know about dyslexia and ADHD. Paper presented at the United School Administrators of Kansas Conference, Wichita, KS.

Hurford, D. P., Carlson, R. K., & Hartwig, M. D. (1989, March). Phonemic discrimination andphonemic awareness training in second- and third- grade disabled readers. Paper presented at the Kansas Psychological Association Convention, Topeka, KS.

Hurford, D. P., Dubois, H., & Keegan, B. (2003, November). The development of a web-based reading screening system designed for parents and professionals. Paper presented at the International Dyslexia Association Conference, San Diego, CA.

Hurford, D. P., Dubois, H., Keegan, B., & Lumley, J. (2005, February). The development of a web-based reading screening system. Paper presented at the Midwest Symposium for Leadership in Behavior Disorders Annual Conference, Kansas City, MO.

Hurford, D. P., Gilliland, C., & Ginavan, S. (1989, November). Phonemic processing in second-third-and fourth-grade disabled readers. Paper presented at the Association of Educational and Psychological Research in Kansas Convention, Pittsburg, KS.

Hurford, D. P., & Head, K. (2016). Dyslexia: What CASAs need to know and how it affects my advocacy. Paper presented at the National CASA/GAL Annual Conference, National Harbor, MD.

Hurford, D. P., & Head, K. (2014). What CASAs need to know to be advocates for children with dyslexia, reading difficulties and attentional issues (ADHD). Paper presented at the Court Appointed Special Advocates Annual Conference, Little Rock, AR.

Hurford, D. P., Hurford, T. E., & Elliott, A. C. (2011, September). Do you think that your child mighthave Dyslexia or ADHD but you are not sure? Everything that you wanted to know about the relationship between Dyslexia and ADHD but no one would answer. Paper presented at the 9th Biennial International Conference on Children and Youth with Behavioral Disorders, New Orleans, LA.

Hurford, D. P., Hurford, T. E., & Elliott, A. C. (2012, January). Teaching all children to read: The SecretCodes curriculum. Paper presented at the United School Administrators of Kansas Conference, Wichita, KS.

Hurford, D. P., Hurford, T. E., Elliott, A. C., & Butts, S. R. (2012, February). The vital role of anobjective measure of attention to assess ADHD: Administering and interpreting the TOVA. Paper presented at the Midwest Symposium for Leadership in Behavior Disorders Annual Conference. Kansas City, MO.

Hurford, D. P., Hurford, T. E., & Renner, L. P. (2014, November). My child/student was diagnosed with ADHD, what do I do now? Evidence-based interventions: How to find peace at home and success in the classroom. Paper presented at the International Dyslexia Association Conference, San Diego, CA.

Hurford, D. P., Keegan, B. F., & Evans, C. (2003, February). Assessment and remediation of readingdifficulties: The prevention of many social dilemmas. Paper presented at the Midwest Symposium for Leadership in Behavior Disorders Annual Conference. Kansas City, MO.

Hurford, D. P., & Keiper, M. (2016, February). Dyslexia: Why is it important for me to know about it andwhat can I do? Paper presented at the Southern Early Childhood Association Annual Conference, Tulsa, OK.

Hurford, D. P., & Lasater, K. A. (2008, November). Overcoming reading disabilities/dyslexia: The Center for the Assess and Remediation of Reading Difficulties. Paper presented at the Developing Successful Youth Conference. Springfield, MO.

Hurford, D. P., & Lasater, K. A. (2009, January). ADHD: What administrators need to know. Paper presented at the United School Administrators of Kansas Conference, Wichita, KS.

Hurford, D. P., & Lasater, K. A. (2009, February). Teaching all children to read: The case for linguisticphonics. Paper presented at the Midwest Symposium for Leadership in Behavior Disorders Annual Conference, Kansas City, MO.

Hurford, D. P., & Lasater, K. A. (2009, September). Why do dyslexia and ADHD get confused: What parents, teachers and administrators need to know. Paper presented at the Developing Successful Youth Conference. Springfield, MO.

Hurford, D. P., & Lasater, K. A. (2009, November). An unfortunate confusion of dyslexia and ADHD: What parents, teachers and administrators need to know. Paper presented at the International Dyslexia Association Annual Conference, Orlando, FL.

Hurford, D. P., & Lasater, K. A. (2010, October). Why an evaluation of ADHD is critical for a diagnosisof dyslexia: What parents, teachers and administrators need to know. Paper presented at the International Dyslexia Association Annual Conference, Phoenix, AZ.

Hurford, D. P., & Lasater, K.A. (2012, October). Do you think that your child with dyslexia might haveADHD? Everything that you wanted to know about ADHD but no one would answer. Paper presented at the International Dyslexia Association Annual Conference, Baltimore, MA.

Hurford, D. P., & Lasater, K. A. & Erickson, S. E. (2011, February). Fidelity to a comprehensiveevaluation of reading difficulties/dyslexia and attention eliminate the potential for misidentification. Paper presented at the Midwest Symposium for Leadership in Behavior Disorders Annual Conference, Kansas City, MO.

Hurford, D. P., Lasater, K. A., Erickson, S. E. & Hurford, T. E. (2011, January). Using the ReadingScreening to assess reading problems. Paper presented at the United School Administrators of Kansas Conference, Wichita, KS.

Hurford, D. P., & Lumley, J. (2004, November). The prevention of reading difficulties in youngchildren: The IIP. Paper presented at the International Dyslexia Association Conference, Philadelphia, PA.

Hurford, D. P., Lumley, J, & Ibbetson, A. (2005, November). Assessment of reading difficultiesshould include an assessment of ADHD. Paper presented at the International Dyslexia Association Conference, Denver, CO.

Hurford, D. P., & Neidhardt, K. (2010, October). Is it possible to prevent reading difficulties? The resultsof a multisensory, multi-tier linguistic phonics kindergarten curriculum. Paper presented at the International Dyslexia Association Conference, Phoenix, AZ.

Hurford, D. P., Renner, L. P., & Burr, M. (2015, October). Why an evaluation of dyslexia must alsoinclude an assessment of ADHD: What parents, teachers and administrators need to know. Paper presented at the International Dyslexia Association Conference, Gaylord, TX.

Hurford, D. P., Smith, J. V., & Solly, D. C. (1998, May). Developing bachelors programs inpsychology symbiotic with current employment markets. Poster presented at the Annual Institute on the Teaching of Psychology. Washington, D.C.

Hurford, D. P., & Swopes, R. M.  (2008, January). Assessment of reading difficulties should includethe evaluation of ADHD. Paper presented at the United School Administrators of Kansas Conference, Wichita, KS.

Lindskog, C. O., Hurford, D. P., Burks, J., & Sack, D. (1994, February). Environmentallydisadvantaged kindergartners:  The effects of an extended day program and social skills training. Poster presented at 13th Annual Central States School Psychology Conference, Tulsa, OK.

Lindskog, C. O., Hurford, D. P., Burks, J., & Bures, J. (1996, March). Skills training forenvironmentally-deprived kindergartners. Paper presented at the Annual Convention of the National Association of School Psychologists, Atlanta, GA.

Lindskog, C. O., Hurford, D. P., Butman, M., & Cunningham, R. (1998, April). Skills training forenvironmentally-deprived kindergartners. Paper presented at the Annual Convention of the National Association of School Psychologists, Orlando, FL.

Mallett, S. L., Hurford, D. P., & Smith, J. (2000, March). EEG biofeedback and Conduct Disorder:Behavior intervention. Paper presented at the Annual Convention of the National Association of School Psychologists, New Orleans, LA.

Marangoni, A. H. & Hurford, D. P. (1989). The effect of varying alveolar carbon dioxide levels on free recall. Proceedings of the Collaborative Research in Allied Health Symposium, 1-8.

Runyan, K., Sparks, R., Hurford, D. P., & Lipka, R. D. (1994, October). Needs assessment to trainpreservice teachers using a factor analytic assessment instrument. Paper presented at the Midwestern Educational Research Association, Chicago, IL.

Runyan, K., Sparks, R., Lipka, R. D., & Hurford, D. P. (1995, October). Using a needs assessmentinstrument to train preservice teachers: Using a factor analytic study to refine a needs assessment instrument. Paper presented at the Midwestern Educational Research Association, Chicago, IL.

Runyan, K., Sparks, R., Hurford, D. P., & Lipka, R. P. (1996, October). Developmental stages ofpreservice and early career teachers through needs assessment. Paper presented at the 1996 annual meeting of the Mid-Western Educational Research Association, Chicago, IL.

Runyan, K., Sparks, R., Hurford, D. P., Lipka, R. D., McDougle, K., & Adams, S. (1997,February). Identification of preservice and early career teacher developmental stages through needs assessment. Paper presented at the Association of Teacher Educators, Washington, D. C.

Runyan, K., Sparks, R., Hurford, D. P., & Lipka, R. P. (1997, October). Developmental stages ofteaching: Moving from establishing structures to the art of teaching. Paper presented at the 1997 annual meeting of the Mid-Western Educational Research Association, Chicago, IL.

Wood, J. & Hurford, D. P. (2006, November). The ADHD assessment clinic for physicians. Poster presented at the International Dyslexia Association Conference, Indianapolis, IN.

Publications
Fehrenbach, L. A., Hurford, D. P., Fehrenbach, C. R., Brannock, R. G.  (1998). Developing theemergent literacy of preschool children through a library outreach program.  Journal of Youth Services in Libraries, 12, 40-45.

Hurford, D. P. (1990). Training phonemic segmentation ability with a phonemic discriminationintervention in second- and third-grade children with reading disabilities. Journal of Learning Disabilities, 23, 564-569.

Hurford, D. P. (1991). The possible use of IBM-compatible computers and digital-to-analog conversionto assess children for reading disabilities and to increase their phonemic awareness. Behavior Research Methods, Instruments, & Computers, 23, 319-323.

Hurford, D. P. (1995). The prevention and remediation of reading disabilities. Pittsburg State University Magazine, 6(2).
Hurford, D. P., Darrow, L. J., Edwards, T. L., Howerton, C. J., Mote, C. R., Schauf, J. D., &Coffey, P. (1993). An examination of the phonemic processing abilities in children during their first-grade year. Journal of Learning Disabilities, 26, 167-177.

Hurford, D. P.,  Fender, A. C., Boux, J. L., Swigart, C. C., Boydston, P. S., Butts, S. R., Cox, C. L.,  Becker, T. A. & Pike, M. E. (In Press). Examination of the effects of intelligence on the Test of Variables of Attention for elementary students. Journal of Attention Disorders.

Hurford, D. P., Fender, A. C., Swigart, C. C., Hurford, T. E., Hoover, B. B., Butts, S. R., Cullers, K. R., Boux, J. L., Wehner, S. J., Hevel, J. K., Renner, L. P., Overton, K. B., Dumler, J. D., & Wilber, L. M. (2016). Pre-service teachers are competent in phonological processing skills: How to teach the science of reading. Reading Psychology, 37, 885-916.

Hurford, D. P., Gilliland, C., & Ginavan, S. (1992). Examination of the intrasyllable phonemicdiscrimination deficit in children with reading disabilities, Contemporary Educational Psychology, 17, 83-88.

Hurford, D. P., Hurford, J. D., Head, K. L., Keiper, M. M., Nitcher, S. P., & Renner, L. P. (2016). The dyslexia dilemma: A history of ignorance, resistance and complacency in colleges of education.  Journal of Childhood and Developmental Disabilities, 2, 1-16.

Hurford, D. P., Johnston, M., Nepote, P., Hampton, S., Moore, S., Neal, J., Mueller, A.,McGeorge, K., Huff, L., Awad, A., Tatro, C., Juliano, C., & Huffman, D. (1994). Early identification and remediation of phonological processing deficits in first-grade children at risk for reading disabilities. Journal of Learning Disabilities, 27, 647-659.

Hurford, D. P., Lasater, K. A., Erickson, S. E., & Kiesling, N. E. (2013). Examination of the diurnalassumptions of the Test of Variables of Attention for elementary students. Journal of Attention Disorders, 17(3), 208-214.

Hurford, D. P., Lindskog, C. O., Cole, A., Jackson, R., Jones, S. & Wade, A. (2010).The role of school climate in school violence: A validity study of a web-based school violence survey. Journal of Educational Research and Policy Studies, 10, 51-77.

Hurford, D. P., Lindskog, C. O., & Mallett, S. L. (2001). School violence: Issues and strategies forprevention. In D. Sandhu (Ed.), Faces of violence: Psychological correlates, concepts, and intervention strategies (23-43).  Nova Science Publishers, Inc.

Hurford, D. P., Neidhardt, K., Lasater, K. A., McMahon, A. B., Kiesling, N. E., Carter, M. L., &Hurford, T. E. (2013). The results of a scripted linguistic phonics reading curriculum     implemented by kindergarten teachers. Journal of Educational Research and Policy Studies, 13(3), 33 - 50.

Hurford, D. P., Potter, T. S., & Hart, G. S. (2002). Examination of three techniques foridentifying first-grade children at risk for difficulty in word identification with an emphasis on reducing the false negative error rate. Reading Psychology, 23(3), 159-180.

Hurford, D. P., Renner, L. P., Nitcher, S. P., & Fender, A. C. (in press). Utilizing the ecologicalintegration model to understand parental abuse of children with dyslexia. Journal of Childhood and Developmental Disorders.
Hurford, D. P., & Sanders, R. E. (1990). Assessment and remediation of a phonemic discriminationdeficit in reading disabled second- and fourth-graders. Journal of Experimental Child Psychology, 50, 396-415.     

Hurford, D. P., & Sanders, R. E. (1995). Phonological recoding ability in young children with reading disabilities. Contemporary Educational Psychology, 20, 121-126.

Hurford, D. P., Schauf, J. D., Blaich, T., Bunce, L. & Moore, K. (1994). Early identification of children at risk for reading disabilities. Journal of Learning Disabilities, 27, 371-382.

Hurford, D. P., & Shedelbower, A. (1993). The relationship between discrimination and memory ability in children with reading disabilities. Contemporary Educational Psychology, 18, 101-113.

Hurford, D. P. & Webster, R. L. (1985). Decreases in simple reaction time as a function of stutterers` participation in a behavioral therapy. Journal of Fluency Disorders, 10, 301-310.

Khuvasanond, K., Sildus, T. I., Hurford, D. P., & Lipka, R. P. (2010). Comparative approaches toteaching English as a second language in the United States and English as a foreign language in Thailand. Proceedings of the International Conference on Lanugage, Society, and Culture in Asian Contexts. Centre for Study of Foreign Languages, Hyderabad, India.

Lipka, R. P., Hurford, D. P., & Litten, M. J. (1992). Self in school:  Age and school experienceeffects.  In R. P. Lipka & T. M. Brinthaupt (Eds.), Self prospectives across the life span (93-115). Albany, NY: State University of New York Press.
Lynch, S., Hurford, D. P., & Cole, A. (2002). Parental enabling attitudes and locus of control of at-risk and honors students. Adolescence, 37(147), 527-550.

Marangoni, A. H. & Hurford, D. P. (1990). The effect of varying alveolar carbon dioxide levels on free recall. Brain and Cognition, 13, 77-85.

Moore, C., & Hurford, D. P. (1998). Reactions of Students to a Brief Message Viewed on CommercialTelevision Concerning Homework. National Forum of Applied Educational Research, 11E(3) 113-119.

Sharp, C., Coltharp, H, Hurford, D. P., & Cole, A. (2000). Increasing mathematical problem solving performance through relaxation training. Mathematics Education Research Journal, 12(1), 53-61.


Curricula
Hurford, D. P. (In Press). Advanced Codes. A reading curriculum for first-grade students.

Hurford, D. P. (2010).  Secret Codes.  A reading curriculum for young children. Pittsburg, KS: JETT Publishing.

Hurford, D. P. & Hurford, S. K. (2010). Literacy component of the Block Academy: Preschool Curriculum. Pittsburg, KS: DEPCO, LLC.

Children’s Book
Hurford, D. P., illustrated by Huninghake, A. (2015). I Have Dyslexia. Pittsburg, KS: JETT Publishing.

More information

Resources

Organization: A Parent's Guide to Response to Intervention (RTI)  |  Contact Number: N/A   
Website: www.ncld.org/publications-a-more/parent-advocacy-giudes/a-parent-guide-to-rti

Organization:
Arisona Office of the ADA  |  Contact Number: 800-358-3617   
Website: www.know-the-ada.com/t1/parent-teacher-guide.html

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Attention Deficit Disorder Association  |  Contact Number: 800-939-1019    
Website: www.add.org

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Better Hearing Institute  |  Contact Number: 800-327-9355 
Website: http://www.betterhearing.org

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Council for Exceptional Children  |  Contact Number: 800-224-6830 
Website: www.cec.sped.org

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Dial a Hearing Screening Test  |  Contact Number: 800-222-3277  
Website: N/A

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International Dyslexia Association  |  Contact Number: (410) 296-0232
Website: www.interdys.orgInternational

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Hearing Society  |  Contact Number: 734-522-7200
Website: http://ihsinfo.org/ihsv2/home/index.cfm

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LD Resources  |  Contact Number: N/A
Website: www.ldresources.com

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Learning Disabilities Association of America  |  Contact Number: N/A 
Website: www.ldanatl.org

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Learning Disabilities Association of Kansas  |  Contact Number: N/A 
Website: www.ldakansas.org

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Mental Health America  |  Contact Number: 800-969-6642  Website: http://www.nmha.org

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National Association for Hearing and Speech Action(NAHSA)  |  Contact Number: 800-638-8255
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National Center for Stuttering  |  Contact Number: 800-221-2483
Website: http://www.stuttering.com

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National Children's Reading Association  |  Contact Number: N/A (No local chapter) 
Website: www.readingfoundation.org

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National Dissemination Center for Children with Diabilities  |  Contact Number:800-695-0285 
Website: www.nichcy.org/pages/home.aspx

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Reading Screening (Online Dyslexia Screening)  |  Contact Number: 866-588-READ (7323) 
Website: www.ReadingScreening.org

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Recording for the Blind & Dyslexic  |  Contact Number: 800-221-4792
Website: www.rfbd.org

Organization:
Special Education Advocacy and Consulting Association  |  Contact Number: 603-427-0585
Website: www.seaca-info.com

Organization:
The Feingold Association of the United States  |  Contact Number: 800-321-3287
Website: www.feingold.org/Types of Learning Disabilities
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