What proposed change in terminology could help focus on fluency and accuracy for reading disabilities?

Changing the terminology from "reading disability" to "dyslexia" emphasizes the specific nature of the condition and aligns with the growing understanding of reading impairments. By incorporating "dyslexia" into the conversation, it brings attention to the nuanced characteristics of this specific learning difference, particularly in terms of phonological processing and fluency.

Labeling the condition as dyslexia allows educators, parents, and specialists to focus on targeted strategies to address fluency and accuracy in reading. This specificity helps to fuel research, develop effective intervention programs, and guide instructional practices tailored towards the unique challenges faced by individuals with dyslexia. As dyslexia is recognized in both educational and clinical settings, this term can improve advocacy and support for individuals affected by it, ultimately enhancing their reading skills.

In contrast, the other choices might either dilute the focus on reading or introduce broader, less precise terms that could obscure the specific needs of students with reading difficulties. Using "learning disability" or "specific learning disorder" might lead to a generalization that doesn't adequately address fluency, while eliminating the term "disability" might overlook the serious challenges that individuals face and the assistance they require.