I am a teacher in a private school with a dyslexic student in my classroom. Our resources are limited by time and availability. My goal is to make reading for this student a successful achievement eventually leading him to become a confident, independent reader who can succeed on his own. He is a very bright boy and he is very unsure of himself. Please let me know what I can do to further assist this child, and to ensure that my class is a Dyslexic Friendly classroom.

How do I best support my students with dyslexia during this time of social distancing during COVID-19?

I have read several books that were recommended to me, but I feel she needs more help. I am overwhelmed and don't know where to turn. Can you make any other suggestions?

Some professionals claim types or subtypes of dyslexia; however, none of the scholarly research I’ve read is convincing. What is your perspective on the “types of dyslexia”?

Does my child need an IEP with regards to tests & quizzes?

Can someone who is lower functioning and cannot read be considered dyslexic? Where does IQ fall into defining if someone is dyslexic?

I am a teacher and have an M.Ed. in reading and am IMSE OG trained. I am really interested in providing evaluations for dyslexia but find it a gray area when researching who is qualified to evaluate and diagnose. I'm seeing M.Ed and PhD diagnosing, and even some people offering evaluations that do not have these degrees. I want to make sure I am qualified to do so before I purchase materials and dig into more research. It pains me to hear that families are on waiting lists for a year.

I have supportive data from Language Ally but have not found anything from my state’s Board of Education or the International Dyslexia Association with regards to audiobooks with fidelity. In particular, multisensory (visual and audible) as well as the importance of being able to search for a word that may have just been missed. Do you have any documents supporting the research studies behind what audiobooks with fidelity look like and the reasoning behind the importance?

I support the special education teachers and students in our county. I am trying to learn more about dyslexia so we can improve our instructional practices. The question I am not finding answers to is what format for testing academic areas is the best for students with dyslexia. Our general education teachers are willing to change the way they currently test to accommodate our needs, but I am not sure what the best method is.

I read through all of the test descriptions trying to figure out why my son’s testing doesn’t reflect his struggles in reading. His CTOPP scores were average to above average despite displaying many signs of dyslexia and with a four-generation history of reading problems. His school has told me the CTOPP scores have ruled out dyslexia. My question is can one really rule out dyslexia based on the CTOPP?