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May be an image of 3 people, people studying, poster and text that says 'Upcoming Webinar! Targeting Reading Interventions to Increase Success: Getting Beyond Levels Thurs., Sept.21 4-5 p.m. ET ICORE LEARNING CORE'

We’re looking forward to this upcoming webinar from CORE Learning and Dr. Matt Burns: Targeting Reading Interventions to Increase Success: Getting Beyond Levels.

Many schools have implemented small group interventions to help students master the five core elements of reading as part of their Multi-Tiered Systems of Support (MTSS). Yet, often teachers find that students aren’t making the expected gains. Why?

During this free webinar, Dr. Matthew Burns will unpack how reading assessments that are based on identified reading levels can result in inaccurate decisions about what interventions are needed, especially for students who are still striving to become proficient readers. Dr. Burns will also:

  • Present a framework to better identify student needs using assessments that are either free or already in use
  • Share reading interventions that address each need
  • Discuss how to create more precise groupings for intervention

Tune in to this webinar for guidance that will improve the effectiveness of small group interventions this school year and help close gaps in foundational reading skills more quickly.

What on Earth Is Going On with This Child?! The Evaluation of the Child with Reading Challenges. 

How often have you had a student who is receiving appropriate intervention, but there is limited improvement in their educational challenges? During this presentation Dr. Tridas will discuss the process of the diagnostic evaluation of the child with dyslexia and related disorders and review an approach to assess the whole child. During this session, the participants will learn the salient factors in the student’s history, the types of tests that are used to measure these problems and how to evaluate for frequent coexisting conditions. Dr. Tridas will describe an evaluation approach that facilitates the integration of all of the findings into a practical formulation that can help guide the student’s intervention and accommodation plan.  

PowerPoint Slides for Eric Tridas – The Evaluation of the Child with Reading Challenges – 5-11-23

About the Presenter:

Dr. Tridas practiced developmental and behavioral pediatrics in the Tampa Bay Area for 37 years. He is an IDA representative to the National Joint Committee on Learning Disabilities, a member of the Professional Advisory Board of the Learning Disability Association of America, and Past President of the International Dyslexia Association. Dr. Tridas is the recipient of the 2017 International Dyslexia Association Margaret Rawson Lifetime Achievement Award and the 2012 IMSLEC Innovator Award. He lectures and consults nationally and internationally on dyslexia and other behavioral and developmental pediatrics topics.

Watch Recordings of Previous Webinars on Our YouTube Channel

The Reading Comprehension Blueprint: The Why, The What & A Bit of the How! with Nancy Hennessey

Expert Webinar Series Presented in Partnership between Glean Education + Washington State OSPI


Identifying and Teaching Students with Foundational Reading Difficulties

Nationally-recognized professor of psychology, Jack Fletcher, Ph.D. discusses how to identify and teach students with significant reading problems and dyslexia within an MTSS framework.

ALL students in Florida will receive Structured Literacy instruction, provided by effective teachers, who understand the Science of Reading.

Mission:  IDA-FL will be the state leader in the awareness and dissemination of current knowledge, research, and resources regarding dyslexia and related language-based learning disabilities. We will provide guidance, based on the Science of Reading, that informs appropriate assessment, Structured Literacy instruction, and intervention. This information will be available to all stakeholders, including children and adults with dyslexia, their families, teachers, and related professionals

Join IDA!

By joining our organization, you will be in the company of the world’s foremost researchers, teachers, professionals, and parents dedicated to helping individuals with dyslexia, their families and those that support them. Your membership will not only give you exclusive access to this extraordinary community but will also help support Structured Literacy teacher preparation and training required to help thousands of children in the years to come.

Visit the International Dyslexia Association Homepage

What is Dyslexia?

Dyslexia is a language-based specific learning disability, that is neurobiological in origin. It affects the phonological component of language. Characteristics include difficulties with accurate and fluent word recognition, spelling, and decoding abilities. Students with dyslexia require Structured Literacy instruction, based on the Science of Reading. Click on What is Dyslexia above for a complete definition and more information.

Rethinking How to Promote Reading Comprehension

by Hugh W. Catts

Reading comprehension is not a skill someone learns and can then apply in different reading contexts. It is one of the most complex activities that readers engage in on a regular basis, and the ability to comprehend is dependent upon a wide range of knowledge and skills. Despite a common view about comprehension, several lines of enquiry have recognized the true complexity of reading comprehension for some time. One individual may have multiple levels of comprehension ability depending upon what they are reading and why they are reading it. Chief among the factors influencing reading comprehension is background knowledge. Why is knowledge so critical for comprehension? To begin with, it provides a framework for organizing incoming information and guides the reader as a text is read through. Not only does knowledge improve comprehension, but comprehension allows the reader to build new knowledge. This article discusses comprehension as skill myth, shares a more accurate and complex model of comprehension, highlights the role of knowledge and what it does for comprehension, and provides implications for instruction and assessment.

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