Characteristics of Students Identified with Dyslexia Within the Context of State Legislation

This study explores factors that might predict the way dyslexia is identified by schools. The authors looked at data on 7,947 second-grade students in 126 schools from one U.S. state. The findings suggest systematic demographic differences in whether a student is identified with dyslexia by schools, even when using universal screening.

Student and teacher reading a book

This toolkit helps parents and educators learn about dyslexia and how to support the literacy development of students with dyslexia.

Commonalities Across Definitions of Dyslexia

This infographic highlights common definitions of dyslexia, and identifies core dimensions of dyslexia shared across those definitions.

Four Questions to Ask After Universal Screening

Screening for dyslexia risk should be part of a decision-making framework that answers four fundamental questions.

This infographic compares different approaches to screening fourth and fifth grade students to determine which most accurately identified risk of reading difficulties.

White Paper Cover Page

This paper aims to provide an overview and some insight into what is known about screening for dyslexia.

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This module, first in a series of two, overviews data-based individualization and provides information about adaptations for intensifying and individualizing instruction. Developed in collaboration with the National Center on Intensive Intervention at American Institutes for Research and the CEEDAR Center, this resource is designed for individuals who will be implementing intensive interventions (e.g., special education teachers, reading specialists, interventionists) (est. completion time: 3 hours).

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State of Dyslexia

Dyslexia legislation in the United States of America.

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