This toolkit helps parents and educators learn about dyslexia and how to support the literacy development of students with dyslexia.
Dyslexia is a brain-based learning disability that specifically impairs a person’s ability to read.
The Critical Role of Instructional Response for Identifying Dyslexia and Other Learning Disabilities
This article proposes a “hybrid” model for dyslexia identification that documents low reading achievement, inadequate response to instruction, and exclusionary factors. It works best in multi-tiered systems of support (MTSS).
Screening assessments can help capture each child’s reading and language strengths and weaknesses in key early stages of development.
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.
Recommended Resources
This brief provides strategies for engaging in formative assessment during distance learning for students with disabilities.
Topic: Remote Learning


This guide is designed to help district and school site leaders assess the professional learning needs of elementary school teachers to implement research-based recommendations for the instruction of English learner students. It comprises two tools the Teacher Self-Reflection Tool and the Classroom Observation Tool and outlines a 10-step process to help districts align their professional learning decisions with the data collected from these tools.
Topic: English Learners, Professional Development


This lesson on onset rime may be used to supplement reading instruction to meet student needs.
Topic: Phonics, Beginning Reading


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View ToolkitsMTSS-R Implementation Guide
Step-by-step guide to implementing multi-tiered systems of support in reading (MTSS-R).
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Personalized resources aligned with literacy skills for beginning readers.
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Definition
Using your knowledge of letter-sound relationships to sound out words.
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 © 2023 National Center on Improving Literacy. https://improvingliteracy.org