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.
Comprehensive Resource Libraries
- International Dyslexia Association (YouTube Webinar Resource Library)
- Haskins Laboratory (2020 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)
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)
(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.”
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.” )
Dyslexia 101
- Noel Gunther, Suzanne Carreker, PhD, 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)
Debunking Myths about Dyslexia
- Nadine Gaab, Ph.D. (www.gaablab.com, https://www.gaablab.com/dyslexia-myths)
The Brain & Reading
- 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)
Screening for Reading Impairments
Phonemic Awareness, Orthographic Mapping, and Word Study
- Dr. Susan Hall, Ph.D. (95 Percent Group Kilpatrick Webinar Series)
Teaching Common “Oddball” Words
- Jennifer Hasser, M.Ed. (2019 Outreach Webinar)
Teaching Writing
- 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)
Pencil Grip
- 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!
Vocabulary
- 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.
Comprehension
- 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…
Code-Switching
- 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
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