A literacy advocate supports or speaks out for someone else’s educational needs or rights in reading, writing, and language. As a family member, you know your child best. You have seen your child’s literacy skills progress over time.
Screening assessments can help capture each child’s reading and language strengths and weaknesses in key early stages of development.
There is broad agreement that schools should implement early screening and intervention programs. State legislation generally favors the use of universal screening within schools across grades K-2.
Dyslexia is a brain-based learning disability that specifically impairs a person’s ability to read. For individuals with dyslexia, specific portions of the brain typically associated with important reading processes may not function in the same ways that they do in individuals without dyslexia.
Fluency is the ability to read words, phrases, sentences, and stories accurately, with enough speed, and expression. It is important to remember that fluency is not an end in itself but a critical gateway to comprehension.
Screening for dyslexia risk should be part of a decision-making framework that answers four fundamental questions.
Repeated readings, goal setting, corrective feedback, and graphing performance can help build Fluency with Text.
Phonological awareness involves being able to recognize and manipulate the sounds within words. This skill is a foundation for understanding the alphabetic principle and reading success.
Families and educators can work together to ensure children have successful literacy experiences in and out of school. This is especially important if children have reading difficulties.
Learning to read is difficult and does not happen naturally. It requires explicit and systematic instruction, which is especially important for struggling readers. Learning to read involves many different skills that must be taught to your child.
Learning to read consists of developing skills in two areas: accurate, fluent reading and comprehending the meaning of texts. Learning these skills does not come naturally. Both accurate word reading and text comprehension require careful, systematic instruction.
Studies report fundamental differences in brain development and activation patterns between individuals with dyslexia and those without.
You and the school share responsibility for your child’s language and literacy learning. Collaborate with your school to make decisions about your child’s literacy education right from the start. Your child benefits when you and the school work together to support her literacy development.
Remote literacy learning includes a mixture of literacy learning experiences that are teacher-led, family-led, and student-led. It is a collaboration among schools, families, and students. Parents have an important role in helping develop your child’s literacy skills.
Remote literacy learning includes a mixture of literacy learning experiences that are teacher-led, family-led, and student-led. It is a collaboration among schools, families, and students. Schools play an important role in providing families and students support.
Four tips to use when reading with your child.
Questions to ask about your child's reading instruction at school.
Questions to ask about your child's assessments and instruction at school.
Helping your child with speech sounds supports early reading success.
Asking questions can help your child understand what she reads.
Helping your child stretch apart and connect sounds to sound out words supports early reading success.
Questions to ask about your child's reading skills.
Difficulties can be spotted early, ask these questions if you have concerns about your child's progress at school.
Help your child practice early literacy skills and understand ideas during everyday life.
Help your child practice speech sounds and letters during everyday life.
Help your child practice language skills and understand ideas during everyday life.
The characteristics of dyslexia legislation.
Reading skills provide the foundation for academic success. From the beginning of school, students should be taught different ways of using language to help them learn and communicate about academic content.
Taking part in literacy experiences at home can develop your child’s reading ability, comprehension, and language skills. Activities that you can engage in at home include: joint reading, drawing, singing, storytelling, reciting, game playing, and rhyming. You can tailor activities to your chil
The alphabetic principle is a critical skill that involves connecting letters with their sounds to read and write. Learning and applying the alphabetic principle takes time and is difficult for most children.
Breaking down the truth about Dyslexia.
Signs of typical reading development and possible indicators of risk for dyslexia.
When evaluating the quality of any screening tool, it is important to determine whether or not the assessment is biased against different groups of students.
Classification accuracy is a key characteristic of screening tools. A goal in classification accuracy is to correctly identify issues that result in a later problem and situations in which the scores identify issues that do not result in a later problem.
Assessment is a process of collecting information. Screening is an assessment process that helps teachers identify students who are at risk for not meeting grade-level learning goals.
Reliability is the consistency of a set of scores that are designed to measure the same thing. Reliability is a statistical property of scores that must be demonstrated rather than assumed.
Sample representativeness is an important piece to consider when evaluating the quality of a screening assessment.
Validity is broadly defined as how well something measures what it’s supposed to measure. The reliability and validity of scores from assessments are two concepts that are closely knit together and feed into each other.
The term evidence-based is defined by the Elementary and Secondary Education Act (ESEA), as amended by the Every Student Succeeds Act (ESSA).
The research reported here is funded by awards to the National Center on Improving Literacy from the Office of Elementary and Secondary Education, in partnership with the Office of Special Education Programs (Award #: S283D160003). The opinions expressed are those of the authors and do not represent views of OESE, OSEP, or the U.S. Department of Education. Copyright © 2020 National Center on Improving Literacy. https://improvingliterarcy.org