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Create a common understanding of Dyslexia by exploring the resources and presentations on this page.
List of Presentations
List of Presentations
Dr. Jack Fletcher: What We Know From Science
Dr. Pam Kastner, Dr. Monica McHale-Small, and Daphne Uliana - PA's Dyslexia Screening and Early Intervention and Project: Bringing Reading Science to Practice
Dr. Angela McMasters- Turning the Ship Around: A Case for Change
Dr. Stephanie Stollar: Dyslexia Screening and the Use of Acadience Reading K-6
Dr. Jack Fletcher: What We Know From Science
Dr. Jack Fletcher: What We Know From Science
About 40 states have now passed special legislation addressing students with dyslexia. This has prompted a response from the International Literacy Association questioning whether dyslexia is a special form of reading problem and whether there are characteristics and interventions specific for dyslexia. With these public policy issues in the background, this presentation will discuss a scientific view of dyslexia as a well-understood form of learning disability with specific reading, cognitive, neural, and genetic characteristics. Definition, assessment, and comorbidity issues will be addressed, along with the characteristics of effective intervention with dyslexia. The implications of current neuroscience research for intervention will be discussed. Dyslexia is best treated in the context of MTSS frameworks that prevent reading problems through early identification and prevention with explicit, comprehensive and differentiated core general education. For those who do not respond to core instruction, and supplemental instruction and intensive remedial intervention are needed. Like other learning disabilities, dyslexia is real, interferes with adaptation, and has definable neurobiological correlates. But the neural systems are malleable, and many students can overcome dyslexia with early intervention. Intractability to instruction makes dyslexia unexpected, not a cognitive discrepancy.
Dr. Pam Kastner, Dr. Monica McHale-Small, and Daphne Uliana - PA's Dyslexia Screening and Early Intervention and Project: Bringing Reading Science to Practice
Dr. Pam Kastner, Dr. Monica McHale-Small, and Daphne Uliana - PA's Dyslexia Screening and Early Intervention and Project: Bringing Reading Science to Practice
The session will overview the establishment of Pennsylvania’s Dyslexia Screening and Early Intervention Pilot and how the project has evolved into a program bringing the science of early reading and writing instruction and intervention into practice in classrooms across Pennsylvania.
There are no presentation handouts for this session.
There is no facilitation guide for this session.
Dr. Angela McMasters- Turning the Ship Around: A Case for Change
Dr. Angela McMasters- Turning the Ship Around: A Case for Change
In this session, participants will learn about a student’s journey to proficient reading through three lenses, that of a parent, school psychologist, and literacy expert, as well as how the science of reading changed his trajectory and put him on a path to success.. The session will highlight the potential social and emotional impact reading difficulties have on students’ response to reading instruction and behavioral challenges families
There are no presentation handouts for this session.
Dr. Stephanie Stollar: Dyslexia Screening and the Use of Acadience Reading K-6
Dr. Stephanie Stollar: Dyslexia Screening and the Use of Acadience Reading K-6
If you are using Acadience Reading K-6 (formerly known as DIBELS Next) for universal screening, do you need an additional tool to screen for dyslexia? Learn how to use Acadience Reading screening and progress monitoring data to determine indicators of risk for reading difficulties such as dyslexia, including severe low skills on measures of phonological processing including phonemic awareness and phonics, sustained lack of progress or resource intensive progress in the essential early literacy skills, when provided with generally effective instruction. Explore how the Acadience RAN indicator may contribute additional information for decision making. Case studies will be used to explore decisions about who needs support, the effectiveness of Tier 1, how much progress is enough, when to suspect a disability, and how to determine eligibility for special education.
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