Topic: Dyslexia
Definition
A brain-based learning disability that specifically impairs a person's ability to read.
Visual Impairment and Dyslexia Series
Marnee Loftin, a retired psychologist from the Texas School for the Blind and Visually Impaired, answers the question: Can students with visual impairments have dyslexia?
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.
This infographic highlights common definitions of dyslexia, and identifies core dimensions of dyslexia shared across those definitions.
Dyslexia is a brain-based learning disability that specifically impairs a person’s ability to read.
This infographic examines the online presence of dyslexia across 195 countries.
Social Workers’ Role in Addressing Dyslexia.
Reading the Room Discussion Series
Watch this recorded discussion about the findings of a recent meta-analysis involving studies conducted over the last four decades that aimed to improve reading outcomes for Grade K-5 students with or at risk for dyslexia.
Visual Impairment and Dyslexia Series
Marnee Loftin, a retired psychologist from the Texas School for the Blind and Visually Impaired, answers the question: How would someone evaluate for the presence of dyslexia in a student with visual impairment?
Researchers conducted a meta-analysis involving studies conducted over the last 4 decades that aimed to improve reading outcomes for Grade K-5 students with or at risk for dyslexia. They were primarily interested to know the factors and characteristics which were consistently associated with effective interventions and outcomes.
Studies report fundamental differences in brain development and activation patterns between individuals with dyslexia and those without.
The Literacy For All Series
This session will share evidence-based reading practices that can be used in response to screening to address students who show risks for reading difficulties or dyslexia.
This paper aims to provide an overview and some insight into what is known about screening for dyslexia.
The Literacy For All Series
This session wil discuss the characteristics of strong reading screening assessments and investigate the pre-literacy and early literacy areas (or behaviors) that are predictive of future reading success.
Explore dyslexia legislation and related initiatives in your state with this interactive map. Read an overview of legislation, requirements, and initiatives that discus dyslexia in K-12 settings.
The characteristics of dyslexia legislation.
This toolkit provides information about dyslexia and how to best support the literacy development of students with dyslexia. Explore the five sections to learn more about what dyslexia is, how schools can screen students for dyslexia risk, using data to identify supports for students with dyslexia, what effective reading instruction looks like, and how to intensify reading instruction for students with dyslexia.
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).
This study proposes a new approach to operationalizing dyslexia in prevalence estimates. To capture the "unexpected" nature of dyslexia, it operationalizes dyslexia as a substantial difference between an individual's listening comprehension and reading.
Reading the Room Discussion Series
Watch the recording of the Reading the Room webinar on the state of the science of reading for supporting students with reading disabilities.
This toolkit helps parents and educators learn about dyslexia and how to support the literacy development of students with dyslexia.
Breaking down the truth about Dyslexia.
Signs of typical reading development and possible indicators of risk for dyslexia.
Visual Impairment and Dyslexia Series
Marnee Loftin, a retired psychologist from the Texas School for the Blind and Visually Impaired, answers the question: What are some of the factors that impact the development of reading skills in students with visual impairments?
Visual Impairment and Dyslexia Series
Marnee Loftin, a retired psychologist from the Texas School for the Blind and Visually Impaired, answers the question: What are some signs a student with visual impairment may need an evaluation for dyslexia?
Visual Impairment and Dyslexia Series
Marnee Loftin, a retired psychologist from the Texas School for the Blind and Visually Impaired, answers the question: What types of intervention strategies are useful for students with visual impairments?
Dyslexia Resources
This resources accompanies the NCII video demonstrations of sample instruction and provides helpful tips for educators when using the lesson plans in a virtual environment.
Topic: Dyslexia, Reading Disabilities, Remote Learning
Read Nebraska's technical assistance document on dyslexia.
Topic: Dyslexia
Read this document to learn how dyslexia identification works in Tennessee.
Topic: Dyslexia, Assessments
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
