One in five students has a language-based learning disability, the most common of which is dyslexia. 37 states now have laws on dyslexia and more have legislation in the works. With so much focus on dyslexia, teachers must be knowledgeable about how to screen for, identify and support students with dyslexia.

This recorded webinar provides a foundation for addressing dyslexia in your district. Dr. Louisa Moats, President of Moats Associates Consulting, Inc., and Dr. Dale Webster, Chief Academic Officer for CORE, review:

• What dyslexia is and what it is not
• What causes difficulty learning to read and spell written words
• How to recognize the signs of dyslexia
• The principles of effective intervention and instruction for students with dyslexia using the multi-tiered system of supports (MTSS) framework

Complete the form below to watch the webinar.

Unlike learning to speak, reading is not a natural process. Reading has to be taught. For many, learning to read is one of the most difficult cognitive tasks they will ever encounter, especially for those with dyslexia.

According to the International Dyslexia Association (IDA), dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.

Read the white paper by Dr. Dale Webster, Chief Academic Officer for CORE, to learn more about how to identify dyslexia and how early assessment and research-based instruction for prevention and intervention for reading difficulties can stop the struggle to learn to read for your students.

READ MORE

Mastery-based learning provides a solid foundation for students to build and develop their knowledge at their own pace. Pajaro Valley Unified School District in California has made the move to a mastery-based, individualized learning and has seen improved student outcomes, particularly in the area of literacy.

In a recent webinar, Superintendent Dr. Michelle Rodriguez and Early Literacy Coordinator Lynda Pate shared:

• Key components of mastery-based, individualized learning
• District and Site systems needed to support significant change
• Critical steps to take an initiative from pilot to scale
• Milestones/checkpoints to monitor along the way to track intended impact

Download the Handouts

The California Dyslexia Guidelines were published in August, 2017 in response to Assembly Bill 1369, Statutes of 2015, in order to assist regular education teachers, special education teachers, and parents in identifying, assessing, and supporting students with dyslexia. This Infographic highlights major points from these Guidelines.

CORE can support your district’s efforts to address dyslexia and to help you prevent students from developing reading difficulties right from the start.  Contact CORE today to find out how to implement the new Guidelines in your district!

READ MORE

The University of Washington CBM Growth Calculator supports the Digital Graphing of ORF Scores HOW lesson in the CORE Teaching Reading Sourcebook, pp. 349-354.

DOWNLOAD CALCULATOR