Embedded Files
Additional Resources for Module 1:
LD Online: LD Online works in association with the National Joint Committee on Learning Disabilities to provide topics of interest to parents and others who work with individuals with learning disabilities, including dyslexia. One article from this site that addresses dyslexia specifically is "Dyslexia and the Brain: What Does Current Research Tell Us?”
Embracing Dyslexia: The Interviews - Dr. Ken Pugh: The link is a YouTube video with Dr. Kenneth Pugh, an international expert on dyslexia. Dr. Pugh is affiliated with Haskins Laboratories, University of Connecticut, and Yale University. He has conducted extensive research in the area of dyslexia and cognitive and neurobiological mechanisms in reading disability.
Yale Center for Dyslexia: The link leads to the Yale Center for Dyslexia and Creativity, directed by Drs. Sally and Bennet Shayowitz.
International Dyslexia Association: Another source with substantial information about dyslexia is the International Dyslexia Association website.
The Reading Rockets: This website provides information for teachers and parents about reading.
Understood.org: This website provides information to parents to support their children with learning and attention issues, including dyslexia.
SC Dept of Education Dyslexia and Other Reading Disorders Training Modules
SC Dept of Education Dyslexia and Other Reading Disorders Training Modules
"The intent of these modules is to provide educators an introduction to dyslexia and related reading disorders. The modules are designed for literacy coaches, interventionists, teachers, and others who work directly or indirectly with students who may experience reading difficulties, specifically in grades K-3." - SC Dept. of Education Dyslexia and Other Reading Disorders Website
Please click on the links to the left to view each of the three modules. When ready, click on each link below. You will be directed to a separate webpage with an embedded video, survey link, and additional resources.
On each of the module pages, please:
Complete each module by clicking on the embedded video.
After viewing all modules, complete the concluding module survey linked below the Module Three video and be sure you complete all items on the survey.
As time permits, review the resources on each page for additonal information.
Additional Resources for Module 2:
Center on Multi-Tiered System of Supports: Supporting states, districts, and schools across the country in implementing an MTSS framework that integrates data and instruction within a multi-level prevention system to maximize student achievement and support students’ social, emotional, and behavior needs from a strengths-based perspective.
Additional Resources for Module 3:
The IRIS Center: Under "IRIS Resource Topics" click on the "Reading, Literacy, and Language Arts" link for research summaries and curriculum descriptions.
Florida Center for Reading Research: Select the “for Educators” tab to find specific instructional strategies for all five components of reading, ways to integrate assessment and instruction, and questions to guide your instruction.
Institute of Education Sciences - What Works Clearinghouse: Review the Practice Guides in reading to find research summaries and recommended practices; or review individual research summaries of reading programs.
National Center on Intensive Interventions: This site provides multiple resources to help teachers develop intensive interventions. The site includes sample reading lessons, strategies for monitoring student performance, and access to webinars and other resources. Use the “Academic Interventions” Tool Chart to access information on evidence-based practices.
National Center for Intensive Interventions: This link connects to a sample direct instruction lesson on the phonemic awareness skill of blending.
Phoneme Segmentation with Louisa Moats – In this video, Louisa Moats, a well-respected researcher and teacher educator in the field of reading, discusses and demonstrates a phonemic segmentation activity with a kindergarten teacher.
Yale Center for Dyslexia and Creativity: This website has teaching ideas, research, and information on students with dyslexia.
Dyslexia Help - University of Michigan: In addition to general recommendations, there are suggestions to promote phonological awareness skills, reading comprehension and fluency, vocabulary development, oral reading, comprehension of written directions, spelling, and writing. As always, choose the strategies and activities that best fit your students, your classroom, and you.
Reading Rockets: This is a comprehensive site with videos and suggested activities for helping struggling readers.
International Dyslexia Association (IDA): View the document "Knowledge and Practice Standards for Teachers of Reading;" This list of teaching competencies for classroom teachers - identified by the IDA - can be downloaded and saved as a pdf document.
Below is a concluding survey for educators to complete demonstrating that they have viewed the modules.
https://scoses.formstack.com/forms/dyslexia_survey_
24302_SC Dyslexia Handbook(1).pdfSouth Carolina Dyslexia Handbook
South Carolina Dyslexia Handbook
Please click the link to the left to view our South Carolina Dyslexia Handbook.
Dyslexia in the Classroom
Dyslexia in the Classroom
Please click the link to the right to view this helpful resource from the International Dyslexia Association. The introduction to this resource reads:
"The degree of difficulty a child with dyslexia has with reading, spelling, and/or speaking varies from person to person due to inherited differences in brain development, as well as the type of teaching the person receives. The brain is normal, often very “intelligent,” but with strengths in areas other than the language area.
This “difference” goes undetected until the person finds difficulty when learning to read and write. Each individual with dyslexia is unique, but the multisensory approach is flexible enough to serve a wide range of ages and learning differences. A multisensory approach can be valuable to many; to the dyslexic child it is essential. The expertise of the teacher is the key.
The intent of this toolkit is to provide classroom teachers with basic information about dyslexia, dispel some of the myths and misconception surrounding it and be a resource that will increase their capacity to ensure the success of the diverse group of learners in their classrooms."
DITC-Handbook.pdfPage updated
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