We are in the process of compiling a list of trusted resources to answer Frequently Asked Questions. This page is a working document. Information will be added on an ongoing basis.
Remembering Legends in the Field
Diana Hanbury King (1927-2018) https://dyslexiaida.org/the-legendary-diana-hanbury-king/
William Van Cleave (1968-2020) https://wakelet.com/wake/XuIDNfx7OXoxLImeFyalj
Comprehensive Resource Libraries
- NEW in March 2021: International Dyslexia Association Georgia YouTube Channel
- International Dyslexia Association Dyslexia Digital Library
- Haskins Laboratory Resource Library (Content is added or modified on a regular basis.)
- Neuhaus Education Center Reading Teachers Network Library
- Gaab Lab Research Team Boston Children’s Hospital, Dyslexia Resource Packet
State Dyslexia Guides
- Georgia Department of Education Dyslexia Handbook (2019, working document)
- GA Professional Standards Commission Dyslexia Endorsement Guidance Document (July 2020, Rule 505-3-.112)
- Massachusetts Department of Education Dyslexia Guidelines (updated 1/17/2019)
- Arkansas Board of Education R.I.S.E. Arkansas Science of Reading Resources (updated frequently and added here 6/26/2021)
What is the Science of Reading (SoR)?
See below and also visit our new Science of Reading Resource page for infographics, articles, and more: https://ga.dyslexiaida.org/science-of-reading-resources/
The 2021 IDA-GA Dyslexia Knowledge Series
Early Identification and Early Intervention MATTERS
Fumiko Hoeft, MD, Ph.D. and Margie B. Gillis, Ed.D. (March 31, 2021, Webinar, “Dyslexia: The Science and Practice of Early Identification”)
In recent years, findings from scientific research in education, psychology, genetics, and the neurosciences have increased our understanding of dyslexia and the importance of early identification and instruction for young children. In this webinar, Dr. Hoeft will discuss the different components of science and neuroscience informing the development of early screeners that assess school readiness and dyslexia risk in young learners. Dr. Gillis will continue the discussion on how young children identified as being at risk for dyslexia will respond to developmentally appropriate instruction.
Participants will learn activities and techniques that will engage children in learning all-important oral language and preliteracy skills to help ensure their readiness for school and future reading success. Dr. Hoeft will also provide demonstrations of a universal screener, APPRISE, developed by scientists at Curious Learning, UCSF, UConn, and MIT that is a free open-source mobile app measuring a range of literacy and cognitive skills in young children ages four to eight.
- Universal Screening for Reading Difficulties: Overview, The Importance of Early Identification, Screening Tools – Selection and Use, Options After Screening (Compilation by Decoding Dyslexia California)
- Compilation of various articles on the topic of Screening (National Center on Improving Literacy)
- Petscher, Y., Fien, H., Stanley, C., Gearin, B., Gaab, N., Fletcher, J.M., & Johnson, E. (2019). Screening for Dyslexia. Retrieved from improvingliteracy.org.
- Gaab Lab Early Literacy Assessment / Screener Resources and List (Gaab Lab, Updated on an Ongoing Basis)
- Screening for Dyslexia presented by Jennifer H. Lindstrom, Ph.D. (4/23/2021 How to Choose a Universal Screener Webinar Presentation for the GaDOE) Click here to view slides.
The Brain & Reading
- Devin Kearns, Ph.D., Roeland Hancock, Fumiko Hoeft, Kenneth R. Pugh, Stephen J. Frost (2018 Teaching Exceptional Children, “The Neurobiology of Dyslexia”)
- Kenneth Pugh, Ph.D. (AIM Expert Minutes)
- Kenneth Pugh, Ph.D. (READ – Research Education Podcast – Episode 11: Using Science to Decode the Literacy Crisis)
- Stanislas Dehaene, Ph.D. (2016, The Brain Prize)
- Denise Eide (2019, Logic of English, “The Science of Reading: How the Brain Learns to Read”) In this 34-minute video presentation, Denise Eide provides a thorough yet concise and easy-to-understand explanation of reading brain research. She references Stanislas Dehaene’s book Reading in the Brain: The New Science of How We Read. At minute 18:40 Ms. Eide discusses the excerpt that has been widely shared – and misunderstood – across social media that begins “Aoccdrnig to a research at Cmabridge Uinervtisy…”
- Nora Schlesinger, Ph.D. (Coming Soon!)
- Renee Bernhardt, Ed.S., CDT (November 2020, Digging into Dyslexia)
- Noel Gunther, Suzanne Carreker, Ph.D., CALT-QI, Elizabeth Liptak, Nicole Lubar, Latrice Seals, Ed.D., Louise Spear-Swerling, Ph.D. (Reading Rockets Reading 101: A Guide to Teaching Reading and Writing) Reading Rocket’s Reading 101 is a free, self-paced professional development course for K-3 teachers. The program provides teachers with an in-depth knowledge of reading and writing so they are prepared to guide their students into becoming skilled and enthusiastic readers and writers. Reading 101 was developed by Reading Rockets and produced in collaboration with the Center for Effective Reading Instruction and The International Dyslexia Association.
- Mary Yarmus, M.Ed., LDT, CALT (2017 Breakout Session at IDA Conference)
- Jennifer Hasser, M.Ed. (2020 Outreach Webinar)
- Margie Gillis, Ed.D. (Understood.org’s Key Takeaways from Reading Experts – short 3:32 min video)
- Holly Korbey (Nov. 2019, The MindShift Guide to Understanding Dyslexia, a 41-page PDF)
Structured Literacy: All Children Can Read
- Louisa Moats, Ed.D. (2020 Fox Reading Conference, “Explicit Language Instruction is the Heart of Structured Literacy”)
- Tom Odegard, Ph.D., CALP (2020 Fox Reading Conference, Moderator – Q&A – Listen beginning at 3:54:24)
Multisensory Learning Strategies
- Louisa Moats, Ed.D. (2020 Fox Reading Conference, Listen at 4:05:27, Q: Louisa Moats answers the question of multisensory learning strategies: “Oral language paired with written language is by its very nature a multisensory integrated process. It’s multimodal, integrative learning of oral and written language. It really is a fundamental principle of learning. It engages the learner and that helps them pay more attention.” )
Debunking Myths about Dyslexia
- Nadine Gaab, Ph.D. (www.gaablab.com, https://www.gaablab.com/dyslexia-myths)
Screening for Reading Impairments
Phonemic Awareness, Orthographic Mapping, and Word Study
- Susan Hall, Ph.D. (95 Percent Group Kilpatrick Webinar Series)
- Jennifer Buckingham, Ph.D. and Kathryn Garforth, Ph.D. (December 2020, Orthographic Mapping)
This is a recording of a conversation between Dr. Kathryn Garforth & Dr. Jennifer Buckingham about Orthographic Mapping. Orthographic Mapping refers to the process readers use to create connections in our brains between the printed words, their pronunciations, and meanings in our memory so that we can recognize them within a fraction of a second. It is essential for reading fluency.
- Jennifer Hasser, M.Ed. (2019 Outreach Webinar, The Usual Suspects: Rule-Breaking Sight Words and How to Teach Them)
- Judith Hochman, Ph.D., Toni-Ann Vroom, & Dina Zoleo (2020, TWR Free Online Resources – Templates, Activities, Tips Webinars)
Reading with Your Child
- Middle Tennessee State University (2020, Tennessee Center for Study and Treatment of Dyslexia)
- Neuhaus Education Center (a 20-second video demonstration of an effective strategy for setting up the proper pencil grip)
Oral Language and World Knowledge
- Neuhaus Education Center (neuhaus.org, Oral Language and World Knowledge Screening)
Oral Language and Listening Comprehension
- Coming Soon!
- Kyle Redford (Yale Center for Dyslexia and Creativity, Article – How Teachers Can Build a Word-Rich Life for Dyslexics)
Listening and Reading Comprehension
- Neuhaus Education Center (neuhaus.org, Listening and Reading Comprehension Screening for Grades 2-5)
A deep, rich understanding of text, reading comprehension, is the ultimate goal of all reading instruction. Reading comprehension can be disrupted by multiple factors, and it is the job of the reading teacher to determine where instruction needs to begin. With these listening and reading comprehension screenings, teachers can determine if reading comprehension difficulties are due to poor basic word recognition skills, poor vocabulary, poor background knowledge, poor listening comprehension, or a combination of factors.
- Neuhaus Education Center (neuhaus.org, Retelling Rubric)
“Story retelling gives a good indication of a reader’s understanding, yet it is difficult to assess in a way that informs instruction. This informal rubric for assessing retelling can give screening, formative, and summative information about a student’s ability to translate ideas from stories into words. The rubric assessment can be included in student portfolios and used as RTI data.”
Supporting Comprehension Through Writing About Reading
- Joan Sedita, M.Ed. (September 2020, IDA Dyslexia Webinar)
Research indicates that writing about reading supports comprehension. Learn practical suggestions for structured, explicit teaching of strategies for writing about text in any subject across grades 3 to 12. Several strategies will be addressed including summarizing, personal response to narrative text, and writing from informational sources. Presentation Handout – https://app.box.com/s/8azqe1iu9a9giza…
- William Brennan on “Julie Washington’s Quest to Get Schools to Respect African-American English” (April 2018, The Atlantic)
Advocating for Students with Dyslexia
- Pete W.D. Wright, Esq. (Nov. 2, 2020 International Dyslexia Association Webinar, “Advocating for Students with Dyslexia“)
PaTTAN (Pennsylvania Training and Technical Assistance Network) Conference 2020
For parents and teachers who are not able to attend outreach events, free webinars now exist that provide wonderful learning opportunities for professionals, parents, and advocates. These webinars are meant to empower educational professionals and families with knowledge and resources to address the instructional needs of students who have dyslexia and other learning differences.
IDA offers the following free recorded webinars presented by Patricia Mathes, Ph.D., Texas Instruments Chair of Evidence-Based Education and Professor of Teaching And Learning, Southern Methodist University, Editor-in-Chief of IDA’s Annals of Dyslexia and Founder of Hoot Education.
IDA invited Dr. Louisa Moats to discuss how IDA’s Knowledge and Practice Standards can improve reading instruction for ALL students. Louisa Moats, Ed.D., is President of Moats Associates Consulting, Inc. and has served as a National Board member and Vice President of IDA. She earned her M.A. in Learning Disabilities/Special Education at Peabody College of Vanderbilt and her doctorate in Reading and Human Development from the Harvard Graduate School of Education.
- IDA’s Knowledge and Practice Standards: How They Can Improve Reading Instruction for All Students (10/12/16)
- Additional Webinars (2018, 2019, 2020) by Louisa Moats: www.louisamoats.com
IDA invited Dr. Suzanne Carreker to discuss the certifications IDA issues that recognize professionals with the knowledge and skills to teach individuals with dyslexia to read. Suzanne Carreker, Ph.D., CALT-QI, serves on the Board of the International Dyslexia Association as Secretary and is coordinating IDA’s new certification program for teachers of reading.
- Certification for Teachers of Reading (1/26/17)
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