Dyslexia Awareness Month Gets State Recognition!Click here to view the OFFICIAL PROCLAMATION from Governor Ron DeSantis |
In honor of Dyslexia Awareness Month, check out these AMAZING resources from The Reading League Florida and IDA-Florida!
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Week #3- Dyslexia Resources – Dyslexia Awareness Month – October 2021 |
Wilson Language Training Workshops 2021 Co-Sponsored by IDA-FL!
WRS Introductory Course October 26, 27, & 28 (9:00 a.m. to 3:00 p.m.)
Course Objectives
Upon completion of the course, participants will be able to:
- Define dyslexia and describe common characteristics.
- Explain the process of identifying appropriate students and placing them in the Wilson Reading System.
- Understand the principles of instruction: explicit, sequential and cumulative, engaging multiple learning modalities with multisensory techniques, repetition, and feedback.
- Create an optimal learning environment, prepare a lesson plan, and practice techniques.
- Understand the key components of instruction and presentation of lessons in three blocks:
- Block 1 – Word Study/Foundational Reading Skills: Lesson Plan Parts 1-5
- Phonemic Awareness, Decoding, Vocabulary, High Frequency Word Reading, Single-Word Accuracy/Automaticity, Phrasing/Prosody, Fluency and Comprehension at the Sentence Level
- Block 2 – Spelling/Foundational Writing Skills: Lesson Plan Parts 6-8
- Phoneme Segmentation, Encoding (Spelling), English Spelling Rules, High Frequency Word Spelling, Vocabulary, Concept Mark Up, Sentence-Level Punctuation and Proofreading
- Block 3 – Fluency/Comprehension: Lesson Plan Parts 9-10
- Vocabulary, Listening/Silent and Oral Reading Fluency and Comprehension, Narrative and Informational Text
- Block 1 – Word Study/Foundational Reading Skills: Lesson Plan Parts 1-5
Fundations® Level K and Level 1 Virtual Launch Workshops
Course Objectives
Upon the completion of the course, participants will be able to:
- Identify the skills taught in Fundations: print awareness; phonological awareness; phonemic awareness and the alphabetic principle; sound mastery; phonics; vocabulary; high frequency/trick words; fluency; comprehension strategies; handwriting, spelling, and punctuation.
- Understand the principles of instruction: explicit, sequential, and cumulative instruction that engages multiple learning modalities with multisensory instruction, repetition, and immediate, specific feedback.
- Identify and understand the use for all materials in the Fundations Teacher’s Kit, and have a sense of how to find and use the many extended resources available on the Prevention/Early Intervention Learning Community for Fundations (membership included with participation in this workshop).
- Use the Teacher’s Manual to prepare a daily learning plan and practice lesson activity procedures.
- Visualize the flow and pace of a full Fundations lesson completed with fidelity.
Fundations® Level K Virtual Launch Workshop- October 26, 2021 (9:00 a.m. to 2:00 p.m.)
Fundations® Level K Virtual Launch Workshop- November 15, 2021 (9:00 a.m. to 2:00 p.m.)
Fundations® Level 1 Virtual Launch Workshop- October 27, 2021 (9:00 a.m. to 2:00 p.m.)
Fundations® Level 2 and Level 3 Virtual Launch Workshops
Course Objectives
Upon the completion of the course, participants will be able to:
- Identify the skills taught in Fundations: phonics and word study; vocabulary; high frequency/trick words; fluency; comprehension strategies; handwriting, spelling, and punctuation.
- Understand the principles of instruction: explicit, sequential, and cumulative instruction that engages multiple learning modalities with multisensory instruction, repetition, and immediate, specific feedback.
- Identify and understand the use for all materials in the Fundations Teacher’s Kit, and have a sense of how to find and use the many extended resources available on the Prevention/Early Intervention Learning Community for Fundations (membership included with participation in this workshop).
- Use the Teacher’s Manual to prepare a daily learning plan and practice lesson activity procedures.
- Visualize the flow and pace of a full Fundations lesson completed with fidelity.
Fundations® Level 2 Virtual Launch Workshop- October 28, 2021 (9:00 a.m. to 2:00 p.m.)
Fundations® Level 2 Virtual Launch Workshop- November 16, 2021 (9:00 a.m. to 2:00 p.m.)
Fundations® Level 3 Virtual Launch Workshop- November 1, 2021 (9:00 a.m. to 2:00 p.m.)
Just Words® Virtual Launch Workshop
Course Objectives
Upon the completion of the course, participants will be able to:
- Identify the skills taught in Just Words: phonics and word study (phonemic awareness, six basic syllable types in English, spelling rules, common Latin roots, prefixes, and suffixes), vocabulary study, and high frequency words.
- Understand the principles of instruction: explicit, sequential, and cumulative instruction that engages multiple learning modalities with multisensory instruction, repetition, and immediate, specific feedback.
- Identify and understand the use for all materials in the Just Words Teacher’s Kit, and have a sense of how to find and use the many extended resources available on the Intervention Learning Community for Just Words (membership included with participation in this workshop).
- Use the Instructor Manual to prepare a daily learning plan and practice lesson activity procedures.
- Visualize the flow and pace of a full Just Words lesson completed with fidelity.
- Identify which students may be appropriate for a Just Words class, and understand how to assess students’ progress in the class by using Progress Checks at the beginning of each Unit and Unit Tests at the end.
Just Words® Virtual Launch Workshop- November 1, 2021 (9:00 a.m. to 2:00 p.m.)
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Join IDA-FL’s Lunch & Learn Webinar Series
Did you miss one of our webinars?
**Click here to view previous Lunch & Learn webinars!**
Webinar #8: November 13th @ 11 a.m.
What a Difference a Morpheme Can Make: Words with Spelling Connections Have Meaning Connections
Presented by Nancy Cushen White, Ed.D., BCET, CALT-QI, CDT-IDA, LDT
This presentation begins with many definitions and explanations of critical words. It is appropriate for all levels of parents and teachers/Ed therapists.
Words with spelling connections have meaning connections. Although the pronunciation of morphemes may vary from word to word, the spelling of these morphemes does not change: define→definition, wild→wilderness, sign→signature. We never know the pronunciation of a morpheme until it lands in a word (Real Spelling), but the spelling of morphemes is significantly more predictable.
Good readers notice meaningful parts of words (morphemes), both spoken and written. This morphological awareness helps them to make connections between words related in meaning—and spelling. Pattern recognition reduces the load on memory and supports retrieval of linguistic information—for speaking, reading, and writing [Berninger, Carlisle, Moats, Nagy]. Related words are activated in memory when they have meaningful connections and when they share structural elements at the morpheme level, especially when spelling reveals those connections [Nagy]: relate→relative→relation→relationship→interrelate. 80% of derived words mean what their parts suggest, as long as multiple meanings of elements are taken into account [Nagy].
About the Presenter:
Nancy Cushen White, Ed.D. is a Clinical Professor in the Department of Pediatrics-Adolescent & Young Adult Medicine-University of CA-San Francisco and a member of the UCSF Dyslexia Research Team. She has 40+ years of experience in public schools as classroom teacher, special education teacher, and program specialist in special education curriculum with San Francisco Unified School District; she piloted a special day class for 2e students diagnosed with dyslexia and intellectually gifted. She works as a certified academic language therapist, a board certified educational therapist, a certified Slingerland teacher training course director, and dyslexia consultant in her private practice, Dyslexia Evaluation & Remediation Clinic. She has been working as a Literacy Intervention Consultant and Case Manager for Lexicon Reading Center in Dubai–United Arab Emirates since 2010.
Nancy has taught literacy skills classes to young adults (ages 19-24) in the Pre-Trial Diversion Project through the Mentor Court Division of San Francisco Superior Court.
As a past member of The International Dyslexia Association Board of Directors, she served as program chair and co-chair for the annual conference several times. She has represented IDA on the National Joint Committee on Learning Disabilities (NJCLD) from 2003-2012 and 2015-Present. Currently, she is the editor of the Examiner, IDA’s monthly on-line newsletter. In addition, she is a past president and current advisory board member of the Northern California Branch of IDA. She is a member of the board of directors for the International Multisensory Structured Language Council (IMSLEC) and the Alliance for Certification and Accreditation.
She was a member of the AB 1369 Work Group (California Department of Education-CDE) charged with draftingpublic school dyslexia guidelines required under the new law. In addition, she has served on several content review and advisory panels under the auspices of the CA Commission on Teacher Credentialing, CA Curriculum Commission, CA State Board of Education, and CA Department of Education.
Branch Vision and Mission
Vision: 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.
The International Dyslexia Association (IDA) has launched the premier Dyslexia Digital Library at www.dyslexialibrary.org!
The Dyslexia Digital Library houses an extensive collection of IDA’s most informative articles, fact sheets, infographics, and videos organized in a searchable, user-friendly site that also includes frequently asked questions and trending topics. Families can learn strategies to help them advocate for their child with dyslexia, reading teachers can find guidance on applying the principles of Structured Literacy in their classrooms, researchers can review the work of their peers—these are just a few examples of how to use the library.
This free resource, funded in part by a generous donation from the Georgia Branch of IDA, will continue to grow with new content and new features in the days ahead. “Globally, it is estimated that between 5-10% of the population experience dyslexia, which equates to around 700 million people worldwide, says CEO Sonja Banks. “As an organization, we are committed to helping everyone who struggles to read by provided the tools and resources individuals, educators, and researcher need until everyone can read.”
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.
Dyslexia in the Classroom: What Every Teacher Needs to Know
Many elementary school teachers have limited resources related to dyslexia and other learning differences. Dyslexia in the Classroom: What Every Teacher Needs to Know was developed to open the door for these educators to a better understanding of dyslexia.
This handbook is intended to support all teachers in their passion to help every child reach his or her fullest potential. Use it to raise awareness, share best practices, and be a resource to your school’s administration and staff.
Inside you’ll learn more about find topics such as:
- Signs and symptoms of dyslexia
- Classroom strategies, tips, and tools
- Components of effective reading instruction
- Screening, evaluation, and diagnosis
We encourage you to share this handbook with as many people as possible. The more educators we can inform, the more children we can help!
Structured Literacy: Applying the Science of Reading in the Classroom
Suzanne Carreker, Ph.D., CALT-QI, Principal Educational Content Lead, Lexia Learning
Structured Literacy instruction is informed by the Science of Reading, which is the only proven way to ensure students can become proficient readers and confident learners across the curriculum.
Although this instruction is beneficial for all students, it is essential for students who are at risk for reading difficulties. By implementing the components, principles, and instructional practice that align to both the Science of Reading and Structured Literacy, administrators, teachers, and parents are assured that all students will receive the multifaceted literacy instruction they need for reading and academic success.
Click here to read the entire white paper by Suzanne Carreker.
Do You Think You Might Have Dyslexia?
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