Build understanding around dyslexia and word reading difficulties to help students become strong readers
Build understanding around dyslexia and word reading difficulties to help students become strong readers
New legislation requiring educators in nearly every state to provide stronger, more effective supports to students struggling with dyslexia has placed a renewed focus on this often misunderstood language-based learning disability. To meet these new requirements and provide students with the best instruction and interventions possible, educators must have a solid understanding of what dyslexia is — and what it isn’t.
1. International Dyslexia Association Fact Sheet, “Dyslexia Basics.” Moats & Dakin (© 2016 Cowen for IDA).
Early indicators of reading difficulties can be detected even in pre-kindergarteners, but we often wait too long to screen.
70% of below-average 1st grade readers remain below average in 8th grade .2
Interventions that are implemented between PreK and 1st grade have the most impact and require less time.3
2. Landerl, K., & Wimmer, H. (2008). Development of word-reading fluency and spelling in a consistent orthography: an 8-year followup. Journal of educational psychology, 100(1), 150
3. Ozernov-Palchik, O., & Gaab, N. (2016). Tackling the ‘dyslexia paradox’: reading brain and behavior for early markers of developmental dyslexia. Wiley Interdisciplinary Reviews: Cognitive Science, 7(2), 156-176.
Though there is no cure for dyslexia, it can be remediated through early identification with universal screening and the application of targeted interventions.
Implement universal screening for early indicators of reading difficulty, beginning in Kindergarten.
Deliver the best, first teaching that includes systematic and explicit phonological awareness and phonics to all students.
Select core curricula that include a strong foundational skills component and targeted evidence-based interventions for those students who need more support.
Pivot Learning collaborates with districts and school to help redesign the processes and systems for identifying students who struggle with reading and then respond with timely, effective interventions. For students with dyslexia in need of special education, we support developing IEPs that are standards-based, rigorous, and realistic.