Dyslexia Identification, Prevention & Remediation

Prevent students from developing reading difficulties right from the start

Students with dyslexia do not need to struggle endlessly to become proficient readers. CORE’s professional learning services will equip your teachers with the skills and knowledge they need to prevent reading difficulty but also to identify the warning signs of dyslexia and intervene with evidence-based instructional practices that work. When working specifically with special education teachers, our professional learning services focus on effective instruction for students who have already been identified with dyslexia.

Our Instructional Implementation Experts can also assist with the selection and implementation of effective reading curricula for teaching
students identified with dyslexia.

Share Knowledge

CORE instructs educators about what dyslexia is and what it is not, what causes difficulty learning to read and spell written words, and how to recognize the signs of dyslexia. Educators will also learn the principles of effective intervention and instruction for students with dyslexia using the multi-tiered system of supports (MTSS) framework.

Build Skills

Once educators have a better understanding of dyslexia, CORE Instructional Implementation Experts work closely with teachers to help them effectively identify students in need of early intervention to prevent reading difficulties as well as provide instructional support for students struggling with dyslexia.

Sustain Change

CORE experts work closely with prek-12 school and district leaders to establish MTSS plans for interventions and monitor teaching effectiveness school- and district-wide.

Understanding Dyslexia: Why Early Prevention and Intervention are Crucial

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 early assessment and research-based instruction for prevention and intervention for reading difficulties can stop the struggle to learn to read for your students.

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