Recent research efforts by Devin Kearns, Ph.D. of the University of Connecticut examine whether patterns of syllable division provide a meaningful benefit to learners in a clinical setting. Findings indicate that patterns may be less useful than previously thought and are best applied as a part of a well rounded clinical strategy.

As a child, this award-winning Irish architect discovered art as an outlet for the frustrations of dyslexia, eventually becoming an artist full-time.

LETRS

LETRS (Language Essentials for Teachers of Reading and Spelling) was recently accredited by the International Dyslexia Association (IDA). Developed by Louisa Moats, Ed.D., and Carol Tolman, Ed.D., LETRS is a professional development course focusing on the structures of English language, highlighting the cognitive processes of learning to read, and exploring the teaching practices proven to be most effective in preventing and remediating reading difficulties, including dyslexia.

Reading fluency is key to learning and comprehension from written texts, which is the goal of reading. In order to optimize reading comprehension skills, we need to set realistic reading fluency goals for our students with dyslexia.

The most precious gifts you can offer your dyslexic students won’t cost you a penny but can yield invaluable benefits in boosting their confidence and self-esteem while building a positive, productive classroom. Here are six no-cost “gift” ideas to help promote their success this year.

I am in the same position of enjoying the CTOPP-2 and wishing there were another form. How long should you wait between administrations? I am not finding anything in the manual other than the test/retest reliability was done between 1 and 2 weeks (and reliability was still high). I need to do an evaluation to measure progress. A private evaluator gave the CTOPP-2 in August 2017, which is the tool that I have available to me in my setting. Is 8 months of time between sufficient?

This video explores the concept of Interprofessional Practice (IPP) as it relates to providing services to students with literacy problems and dyslexia.

The definition of learning disabilities (LD) and its identification procedures have changed dramatically throughout the years, calling to attention its implications for children with these disabilities.

I am a certified LBS and have been working with dyslexic students for 25 years. This summer, I began working with a student who is entering second grade, and I am stumped. Although she is a bright girl with no developmental delays, she must decode every word sound by sound. She has no recall of sight words. She has made gains and retained all short vowels, 5 vowel blends and all digraphs, and can decode phonetically correct words in a list. It has been 2.5 months and she has made no gains in her ability to read words in context.