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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

Comprehensive Resource Libraries

State Dyslexia Guides

What is the Science of Reading (SoR)?

See below and also visit our new Science of Reading Resource page for infographics, articles, and more:

The 2021 IDA-GA Dyslexia Knowledge Series

The 2021 IDA-GA Dyslexia Knowledge Series – Wednesday Webinar #3 4/28/2021
FCRR – Advancing Reading Through Science” with Nicole Patton Terry, Ph.D.
View 4/28/2021 Slides
View the 5/2 follow-up email sent to registrants (includes information about FCRR Resources, ELL Resources, CEEDAR – High Leverage Practices)
View webinar subtopic timestamp guide created by IDA-GA volunteer Madeline Speer
The 2021 IDA-GA Dyslexia Knowledge Series – Wednesday Webinar #2  4/14/2021
What Educators Need to Know About Dyslexia Training Programs” with Nora Schlesinger, Ph.D. & Jennifer Lindstrom, Ph.D.
View 4/14/2021 slides
View the follow-up email sent to registrants
View webinar subtopic timestamp guide created by IDA-GA volunteer Madeline Speer
The 2021 IDA-GA Dyslexia Knowledge Series – Wednesday Webinar #1  2/24/2021
Dyslexia: What It Is and What Kind of Instruction Will Help”  with Devin Kearns, Ph.D.
View 2/24/2021 slides
View the follow-up email sent to registrants
View webinar subtopic timestamp guide created by IDA-GA volunteer Madeline Speer





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 

The Brain & Reading

Dyslexia 101

Structured Literacy: All Children Can Read

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 and Reading Instruction

Screening for Reading Impairments

Phonemic Awareness, Orthographic Mapping, and Word Study

Teaching Writing

Reading with Your Child

Pencil Grip

Oral Language and World Knowledge

Oral Language and Listening Comprehension

  • Coming Soon!


Listening and Reading Comprehension

  • Neuhaus Education Center (, 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 (, 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 –…


  • William Brennan on “Julie Washington’s Quest to Get Schools to Respect African-American English” (April 2018, The Atlantic)

Advocating for Students with Dyslexia

PaTTAN (Pennsylvania Training and Technical Assistance Network) Conference 2020

Free Webinars

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.

Free Webinars Offered by the Ontario Branch of IDA

Free Webinars Offered by the Upper Midwest Branch of IDA

Free Webinars Offered by the Georgia Branch of IDA

Free Webinars Offered by IDA (Home Office)

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 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.

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