The International Dyslexia Association estimates that as much as 20% of the population has symptoms of dyslexia, a language-based learning disability connected to the phonological component of language. We know that dyslexia is typically unexpected in relation to other cognitive abilities and effective classroom instruction. We also know that it’s neurobiological by nature and often hereditary. And, most importantly, we know that though there is no cure, students with dyslexia can learn to read and achieve academic success when it is identified early and students are provided with interventions grounded in the science of reading.
Explore the resources within this online library to learn evidence-based practices for promoting skilled reading.
The most effective dyslexia interventions begin as early as kindergarten. Read our whitepaper, “Understanding Dyslexia: Why Early Prevention and Intervention Are Crucial” to learn more about why early identification and application of evidence-based interventions are critical to closing the reading achievement gap.
Ensure that all students have equitable access to best first instruction, robust curricula, and essential intervention that build strong reading foundations. CORE and our parent organization, Pivot Learning, offer a suite of ELA curriculum implementation services including guidance in selecting and implementing evidence-based curricula, assessments and interventions.
CORE offers workshops, coaching and mentoring to ensure the use of evidence-based instructional practices and the effective implementation of many reading intervention programs, including:
This is the first video in an ongoing series of free on-demand professional learning videos from CORE and our parent organization Pivot Learning.
In this quick 30-minute video former Dyslexia Specialist for the Oregon Department of Education and CORE’s Director of Literacy, Dr. Carrie Thomas Beck:
Though early identification and interventions are critical to closing the achievement gap, it’s never too late for struggling learners to become strong readers. CORE offers workshops to help educators learn how to support students just learning to read and those who have long-term reading difficulties.
Prepare PreK-K students to enter elementary school with strong reading foundations. Study current research and evidence-based practices grounded in the science of reading.
Acquire a solid understanding of the science of reading and master evidence-based instructional skills for closing the achievement gap and accelerating the progress of struggling readers in grades 6-12.
More and more states are requiring stronger supports for students with dyslexia and word reading difficulties. Master evidence-based practices for teaching all students to be skilled readers in a CORE professional learning course.
Complete seven facilitated, asynchronous online modules at your convenience to learn foundational skills and instructional practices based on the science of reading. With the knowledge acquired in this course, educators will be prepared to help all students, including English learners and those with dyslexia, to be strong readers. The acclaimed textbooks, Teaching Reading Sourcebook and Assessing Reading: Multiple Measures, are included in the course fees.
Over three days, learn how to successfully implement Multi-Tiered Systems of Support (MTSS) that include: sound measures for early screening and ongoing progress monitoring for students with dyslexia, proven processes for qualifying students for special education and creating IEP goals, and evidence-based literacy instruction and intervention practices across tiers of increasing intensity.
Understanding Dyslexia: How to Identify, Prevent, and Remediate Word-Level Reading Difficulties
Speakers: Drs. Louisa Moats and Dale Webster
Ensuring Education Equity and Excellence for Students with Disabilities
Speakers: Drs. Michelle Hosp and Arun Ramanathan
Making Special Education “Special:” Ensuring Maximal Instead of Minimal Benefits
Speaker: Dr. Mark Shinn
Assessment and Intervention in Light of Understanding the Nature of Reading Difficulties
Speaker: Dr. David Kilpatrick
Tips and Tricks for Presenting Intervention Virtually for Students with Word Reading Difficulties
Speaker: Dr. Carrie Thomas Beck
Author and beloved teacher of teachers, Dr. Anita Archer, shares how to adapt the evidence-based practices you rely on in the classroom to a remote environment. From partner response to building community, this four-part video series can be watched in under an hour but will provide a wealth of practical advice.
Each video is accompanied by a tip sheet to help you implement the practices Dr. Archer recommends.
Is it Ever Too Late to Teach an Older Struggling Reader?
No one would argue that reading is the most important skill taught in school. So why do we find teachers so often give up on directly addressing the reading needs of older struggling readers? Keep reading >>
The Avalanche of Dyslexia Laws Will Require Changes
Dyslexia is now a national focus. Through reading professional learning, districts can equip teachers with the knowledge and skills to effectively support students with dyslexia. Keep reading >>
Triage for Struggling Adolescent Readers
To improve achievement for struggling readers in particular, secondary schools must design programs and curricula to address students’ lack of background knowledge, delayed English language development and limited success in reading. The best approach is a systems approach, which sets high expectations for all students and includes specialized, intensive interventions for under-prepared students. Keep reading >>
During this time of school closures, many educators are looking for resources to help students with dyslexia continue to learn and thrive. Resources abound and it’s not always clear to what extent these align with evidence-based practices. We wanted to share a few resources with you that we trust.