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.
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.
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.
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
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.
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.
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.
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.”
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!
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.
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