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The PAST can be downloaded above. Please also download and carefully read the instructions before using. Information can also be found in the manual “Equipped for Reading Success” by David A. Kilpatrick, Ph.D in chapter 11 on how to effectively use the test. Make sure to also practice using the test before using it with […]

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Overview

Product Details

Offering strong validity, reliability, and time savings, the Shaywitz DyslexiaScreen is an excellent tool for early identification of individuals at risk for dyslexia.

Shaywitz DyslexiaScreen, developed by Dr. Sally Shaywitz, is a brief rating form of observed reading-related behaviors by teachers of children K-3, or by self-report in Corrections and for adolescents and adults. It was normed as part of a larger longitudinal study (the Connecticut Longitudinal Study) that began in 1983, and nationally validated by Pearson prior to publication. This collective research provides a strong evidence base for results you can trust.

The Shaywitz DyslexiaScreen emphasizes phonological, linguistic, and academic performance from teacher observations or, in the case of adolescents and adults, from self-ratings of past and current performance.

Benefits

Identify dyslexia risk quickly and easily administration in just a few minutes per rating.

Screen individuals or groups as well as individual and group reporting.

Easily interpret and communicate results using simple classifications (e.g., "At Risk for Dyslexia" or "Not At Risk for Dyslexia").

A teacher-friendly (K-3) or self-report (Adolescent-Adult/Corrections) rating form.

Digital administration and scoring, integrated with larger Pearson systems.

Good to Excellent levels of sensitivity, specificity, and AUC based on Sally and Bennett Shaywitz Connecticut Longitudinal Study and Pearson validation studies.

Provide support for families as they work on language-based skills critical for reading success.

Content & Features

Currently, the Shaywitz DyslexiaScreen includes six individual forms across the age range. For Grades K-3 (Forms 0-3), a teacher completing Shaywitz DyslexiaScreen rates statements regarding a student's language and frequency of academic behaviors. For Adolescent-Adult and Corrections Forms, the individual self-rates. The Shaywitz DyslexiaScreen includes four forms:

Form 0 is for teachers of students ages 5:0 through 6:11, typically in kindergarten, and consists of 10 items.

Form 1 is for teachers of students ages 6:0 through 7:11, typically in Grade 1, and consists of 12 items.

Form 2 is for teachers of students ages 7:0 through 8:11, typically in Grade 2, and consists of 10 items.

Form 3 is for teachers of students age 8:0 - 9:11, typically in Grade 3, and consists of 10 items.

The Adolescent-Adult Form is for individuals age 14-65 and consists of 10 items.

The Corrections Form is for incarcerated individuals age 18-65 and consists of 10 items.

Users & Applications

The Shaywitz DyslexiaScreen can be used by many different professionals and in various settings. Because of the nature of the screener, classroom teachers play a key role in completing forms and evaluating daily student skills and achievement in school settings. In addition, special education teachers, speech-language pathologists, psychologists, occupational therapists, reading specialists, educational diagnosticians, and other qualified professionals screen individuals for dyslexia.

Key applications for the Shaywitz DyslexiaScreen include:

Universal screening, in compliance with state dyslexia screening mandates or strategic mass screening efforts

Targeted screening, where literacy benchmarks show overall academic risk in reading, or key at-risk populations can be screened

Individual screening, as part of an overall evaluation process or as a first step in evaluation or intervention planning

Psychometric Information

While many tools and resources may use the label "dyslexia screener," only those tools with appropriate psychometric rigor and process do so accurately. Read more.

The Shaywitz DyslexiaScreen was developed and normed initially with evidence from the Connecticut Longitudinal Study that Dr. Shaywitz began in 1983. Subsequently, Pearson completed additional validation studies in 2016 (Grades K and 1), 2017 (Grade 2), 2018 (Grade 3), and 2019 (Adolescent-Adult and Corrections).

Results from the Connecticut Longitudinal Study and the national validity studies provide substantial support for the reliability, validity, and clinical utility of the Shaywitz DyslexiaScreen. The test manuals include demographic breakdowns of each sample across grades as well as validity measures (e.g., portions of the WIAT-III®).

Tables 3.3, 3.6, 4.1 and 4.5 show reliability data and classification accuracy data, respectively, across forms.

Overcoming Dyslexia, Second Edition

Dr. Shaywitz has released a 2nd and completely updated edition of her well-known book, Overcoming Dyslexia. Review and purchase on Amazon.com or the publisher's website, Knopf Doubleday.

Want more updates from us? Stay in the know! or use our Contact Us form to find out how you might implement the Shaywitz DyslexiaScreen in your organization.

Where is the Shaywitz DyslexiaScreen available?

At this time, the screener is available in the United States, Canada, Australia/New Zealand, United Kingdom, and India. Please visit the country-specific Pearson websites for ordering information and customer support.

Sample Reports

Resources

The following resources are available for Shaywitz DyslexiaScreen.

FAQs

Select a question below to see the response.

General Questions

Should I use the Shaywitz DyslexiaScreen more than one time for a student?

Yes. Many state laws require annual screening in early grades. In addition, screening annually in early years increases the power of the results of the screener over time.

When using the Shaywitz DyslexiaScreen in Kindergarten, at what point during the school year should I screen?

In the manual, we recommend waiting at least 6-8 weeks from the start of the school year for any form of the screener, so that the teacher-rater has time to get to know the student academically and have enough classroom performance examples to rate confidently. More broadly, given the widely variable preschool experience of Kindergarten students, it may be advisable to wait longer into the school year, even after the mid-year break, to allow all students to have access to quality instruction prior to screening. Organizational factors and external constraints may also play a role in determining the best timing for this grade. Conversely, waiting too long in the Kindergarten year may miss the opportunity for more explicit and structured instruction in Kindergarten for students at risk for dyslexia. Balancing all these factors is key.

Can a teacher purchase the Shaywitz DyslexiaScreen directly?

Schools and school districts are able to purchase this tool, as is our typical process. For individual purchases, users must be Level B qualified. Some teachers may be Level B qualified, some may not.

Dr. Shaywitz and Pearson agree that classroom teachers are those professionals closest to the student academically. They are the best responders to academic performance related to reading for this screener. When Dr. Shaywitz developed the screener based on her long-standing data set, she specifically crafted the items for teachers. She wanted the best evidence to come from teachers who can respond to questions about student performance in the classroom environment.

Administering a screening program includes identifying appropriate students to screen, whether a universal student population or a subset of students, and ensuring that the screening program is administered with fidelity. Those who administer screening programs also must train examiners appropriately, interpret results correctly within the limits of the scope of the screening tool, and disseminate results appropriately to various stakeholder groups. Those professionals who are trained in appropriate and ethical management of assessment tools are called, in Pearson terms, Level B qualified users. There are multiple scenarios in which a professional may be Level B qualified. Please refer to our user qualifications page on our website. Both Dr. Shaywitz and Pearson are committed to our ethical responsibility that tools we publish are used appropriately, on behalf of students and their families.

Recommendations about what to do next following screening require a collaborative approach between professionals from different disciplines and often across general and special education perspectives.

Why are the Shaywitz DyslexiaScreen forms named "Form 0, Form 1, etc." and not by grade (e.g., The Kindergarten Form)?

Great question. Around the world, each grade and the expectations of student performance vary. As we publish the Shaywitz DyslexiaScreen in other countries, we needed to give each country the flexibility to assign the appropriate grade level to each form, based on the local education system and the local research on the screener.

Content Questions

Are the Shaywitz DyslexiaScreen results valid for children who are young or old for grade?

The results for children who are considered "out of level" are not necessarily invalid and may be interpreted by qualified practitioners. If a child's age is outside the typical age range associated with his or her grade level, Q-global alerts the user by providing a message window entitled, "Invalid Assessment Record(s)." The error message indicates the age levels typically associated with the form and advises the use of caution when interpreting results.

Can you comment on the perceived age of the original norm sample and the sample size of the national validation studies?

The Shaywitz DyslexiaScreen utilizes a cut score norm, which provides a reference point for each form to divide the data set into two groups: At Risk for Dyslexia and Not At Risk for Dyslexia. The teacher ratings must exceed the cut score in order to classify a student as At Risk for Dyslexia.

Unlike traditional normative samples that must be sufficiently large and representative of the population to establish a normal distribution of scores, a cut score norm only requires a representative sample of the two target groups: in this case, students who are At Risk for Dyslexia and Not At Risk for Dyslexia. The Shaywitz DyslexiaScreen cut scores are based on a sample of 414 schoolchildren who participated in the Connecticut Longitudinal Study that began in 1983 and continues to the present day. In contrast to traditional normative samples that are collected within one year or less, the Shaywitz normative sample has been followed over three decades from school entry into early adulthood. The longitudinal research design has allowed Dr. Shaywitz to detect measurable changes in reading performance and risk classification over the course of each student's academic career, strengthening the reliability and validity of the Shaywitz DyslexiaScreen risk classification in the early grades.

To confirm that the cut scores remain valid and reliable across samples, 115 children between the ages of 5 and 7 participated in a national validity study in April through July 2016. For the kindergarten and grade 1 forms, 115 students (i.e., 50+ at each grade) offered the statistical power needed for the psychometric analysis of the data set. The results of this national validity study indicated that the reliability coefficients and clinical sensitivity and specificity results were similar to those derived from the Connecticut Longitudinal Study. These findings support the use of the Shaywitz DyslexiaScreen for identifying children with dyslexia and suggest that the teacher ratings that indicate risk for dyslexia remain consistent over time. Additional Grade 2 and Grade 3 validation studies were conducted in 2017 and 2018, respectively, in the same way with similar results.

Does the Shaywitz DyslexiaScreen include a measure of rapid automatic naming (RAN) or family history?

Certainly, individuals with dyslexia often have family members with similar (but not always) struggles in reading, writing, and/or spelling related to dyslexia. Further, many individuals, through an assessment process, show lower than average performance on one or more RAN tasks.

That said, the data set behind the screener did not provide the evidence strength needed to include items related to these two areas in the screener itself. In addition, family history may not always be available and therefore makes it difficult to require in a screening process.

Should students who are English Language Learners (ELLs) also be screened for dyslexia?

Yes. Dyslexia is not language-specific; it crosses alphabetic and logographic writing systems. Further, a screener does not diagnose. The goal of any screener is to sort reliably individuals who are "at risk" vs. those who are "not at risk." Any positive classification of "At Risk for Dyslexia" on the Shaywitz DyslexiaScreen, whether from a student who is also classified as ELL or not, should be followed by a secondary measure or measures to establish whether or not the student actually has dyslexia. In the case of a student who is an ELL, if dyslexia exists generally it will present in English and in the student's primary language(s), depending on the language(s) and age of the student. View Dyslexia & ELLs

In the Connecticut Longitudinal Study, did teachers have training in dyslexia?

The Connecticut Longitudinal Study focused on a cohort of hundreds of children, not teachers. The study followed, and continues to follow, this cohort of children into adulthood. The study, as part of its protocol, gathered data from teachers who may or may not have had specific training on dyslexia--it simply asked questions of teachers of these children in the cohort about the nature of each child's academic and classroom performance, which any teacher can do once they have time in the classroom to observe a student's work. In addition, each year a full assessment battery was also given to each child in the cohort.

The Shaywitz DyslexiaScreen items were derived from an empirical analysis of teacher response data and assessment scores over time. Then, the screeners' items were field tested by a range of classroom teachers, who also had a wide spectrum of knowledge regarding dyslexia--no formal dyslexia training was provided by the study over the years nor during the field testing of the items. In fact, the items were designed to be completed by teachers who had very little or no understanding of dyslexia. While training in dyslexia is not required or necessary for a teacher to complete the screener, Dr. Shaywitz and Pearson clearly advocate for the training of all teachers in the science of dyslexia.

Experts I've read define dyslexia as word level reading difficulties but average or better than average language skills. Word reading skills, reading fluency and reading comprehension are substantially below the student's language comprehension skills. If language is strong, how can dyslexia be a language-based disorder?

The issue of strengths and weaknesses in a profile of dyslexia is such an important topic! The evidence is clear that reading is primarily a language-based effort, as opposed to a purely cognitive/metacognitive effort, for example. The tasks of word-level decoding and reading comprehension (i.e., tasks of written language) require a number of linguistic skills to accomplish--knowledge of sounds, letters, and words/word parts, which are all part of the linguistic code and together carry the meaning needed for comprehension. A recent article by Hugh Catts and colleagues describes students with dyslexia who have strong *oral (*i.e., semantic or phonological) language skills (seen as a "protective factor") and students with dyslexia who have weak *oral *language skills (seen as a "risk factor"). An example of low oral language skills might be students who receive preschool speech-language services for oral language skill development and then ended up being diagnosed with dyslexia once into elementary school. They may not have average or better oral language skills at the time of the dyslexia diagnosis. In fact, their risk for dyslexia could have been predicted much sooner--not just with oral language performance, but along with other factors in a hybrid model--than a typical 3rd grade dyslexia assessment. So while dyslexia is indeed a language-based disorder, the profile of language skills among those with dyslexia is not homogeneous.

Here's a link to the Catts, et al abstract, if you are interested: http://link.springer.com/article/10.1007/s11145-016-9692-2

Can't teachers skew the results by selecting the frequency that will automatically yield an at-risk rating, making this not a valid indicator of risk for dyslexia?

Unfortunately, any professional making erroneous or inaccurate ratings to positively or negatively influence the outcome of an assessment is nothing new in the world of testing. This would be an ethical violation in the use of tests and test content under a professional code of ethics.

Beyond the psychometric and research evidence, the Shaywitz DyslexiaScreen items were developed based on direct teacher feedback and support to create the clearest and easiest way possible to rate student performance. Supporting Teacher Guides further illustrate the use of the item's content. The validity and reliability data are accurate and defensible. All assessments, including all rating scales like this screener, have a margin of error factored into the responses of those who complete the forms.

Further, administrators of a screening program can provide a check and balance. Prevalence data from the literature and our own research have confirmed that up to 20% of a typical school classroom could be flagged as "at risk" for dyslexia. If a class percentage of risk status is higher than that, it may require follow-up to understand why the risk status was higher. This is a powerful use of the group report, if it is needed.

Finally, the power of this tool is in its ability to function as a mass triage system--you cast a wide net and gather students who may be at risk. The value is in the combination of speed and breadth for finding students at younger grades faster than is typical in the world of education to date. Certainly, a few students who are flagged as "at risk" will end up not having dyslexia upon further assessment. They may need something else, or nothing beyond excellent Tier 1/general education instruction. This is just step 1 of the overall "find and serve those with dyslexia" effort.

Technical Questions

Which Administration Delivery Option should I choose: Q-global, the PearsonScreen application, or aimswebPlus?

If you are already a Q-global user and want to screen a single student or a small group of students, Q-global is your best choice. If, however, you are planning to screen a percentage of students across a grade or literally screen every student in the grade, then you want to choose the PearsonScreen application or aimswebPlus, which will give you both mass screening capabilities--including administrator dashboards, teacher progress indicators, and rostering support--and robust and flexible reporting tools for aggregated and disaggregated reporting across the district.

How can I implement the Shaywitz DyslexiaScreen on Review360?

Use the PDFs below to guide you through the getting started and screening process. Select the documents that are best suited to your needs: K-12 organizations or non-education organizations.
K-12 Education Organizations Non-K-12 Organizations

Webinars

The following training events are available for Shaywitz DyslexiaScreen.

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Shaywitz DyslexiaScreen™ is an efficient, reliable, and user-friendly dyslexia test for K‐3 students who may be at risk for reading difficulties. NEW Adolescent-Adult Form and Corrections Form information available in Product Details. Guidance on using this test in your telepractice.

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National Council for Special Education - Working to deliver a better special education service - Working to deliver a better special education service

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15/04/2024 Changes to the AON Process The Assessment of Education Needs(AON) process, as part of the Health Service Executive (HSE) AON process, has changed. Click the button below for more details.

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Reading Worksheets, Spelling, Grammar, Comprehension, Lesson Plans

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About this Worksheet:

The Fry word list contains the complete list of 1,000 most used words in writing and reading. As "sight words," or words that students recognize instantly, they help students build on reading fluency.

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Fry Word Complete List of 1,000 Words| Printable Sight Word Lists

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The Fry word list contains the complete list of 1,000 most used words in writing and reading. As "sight words," or words that students recognize instantly, they help students build on reading fluency.

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Live Ink is the ignition for cognition. Live Ink helps any reader improve comprehension, increase retention, raise reading efficiency, & reduce eye strain. Come find out how to enjoy electronic reading!

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Dolch Word Lists

Note: Please read " What are Dolch Words?" for background information on these lists.

Below are the Dolch word lists, the 220 most common words and 95 additional nouns in children's reading books, in alphabetical order. Dolch words, or sight words, provide an excellent base for reading at an early age. They are often called sight words because some of them can't be sounded out, and need to be learned by sight.

Note that all the Dolch words can be taught before children finish the first grade in school. Words in the second and third grade lists are more common in books for those age groups, but they do appear in books for earlier grades, just less frequently.

Note: The PowerPoint 97 Shows can be viewed in either PowerPoint version 97, 2000 or 2002. They have not been tested on later versions but probably still work. If you do not have PowerPoint, click here to download the Microsoft PowerPoint 97 Viewer. To install the viewer after downloading it, just double-click on the file "ppview97.exe" and follow the instructions presented.

The PowerPoint shows are formatted for Century Gothic Font to closely match primary type printing font. If you do not already have Century Gothic font installed on your computer, the show will display in the Arial font. Click here to download Century Gothic TrueType Font.

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Dolch Sight Vocabulary Word lists for Mrs. Perkins' 1st grade classroom.

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DOGO News - Kids news articles! Kids current events; plus kids news on science, sports, and more!

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DOGO News has fun articles for kids on current events, science, sports, and more! There are also lots of stories, pictures, videos, games and the DOGO news map for kids! Add your comments, read reviews of cool websites, and more!

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Fourth Grade and Fifth Grade Student Center Activities Advanced Phonics | Fluency | Vocabulary | Comprehension

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It's time to improve literacy skills during social studies instruction and ensure that readers of all abilities have what they need to access grade-level social studies concepts.

Join us on Thursday, December 7 for a look at scaffolded materials that provide extra literacy support while building key social studies concepts and skills.

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Newsela | Content and assessment platform

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Content Aligned To National & State Standard, Flexible To Support Relevant Curriculum. Find the Perfect Piece Of Content For Lessons. Go beyond the book.

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You can now read textbooks with BeeLine! Click here to get 50% off your first month!

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Suffering from screen fatigue? We're here to help! BeeLine Reader makes reading on-screen easier, faster, and more enjoyable. We use a simple cognitive trick - an eye-guiding color gradient - to pull your eyes through long blocks of text. This helps you read more effectively and maintain your focus better.

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We've just launched our first ebook partnership, with Perlego. They're like Netflix-for-ebooks, and they have tons of textbooks and non-fiction titles too. If you sign up via this link, you can get 50% off your first month! To use BeeLine extensions for iOS (totally free!), Chrome, and PDF, check out the links below!

Many companies are considering adding BeeLine to their products, and the more they hear from people like you, the sooner BeeLine will be available. Scroll through the icons below and click on a platform where you'd like to see BeeLine to show your support. It just takes a minute, but it makes all the difference in the world!

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BeeLine Reader: making reading on-screen easier and faster.

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BeeLine Reader adds a color gradient to text to help you read faster and more accurately.

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Just Read is a feature-packed and customizable reader view.

With one click (or less!), you can remove distractions like:
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And read the article in a customizable, simplified format - like a read mode but better!

Users can:
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- Auto-run Just Read format on specific sites.
- Use a keyboard shortcut to run Just Read.
- Print the custom-styled version of the article.
- Use the selection mode to choose exactly which text they want to select for reading.
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- Control which options Just Read uses.
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Just Read collects zero data from users by default. If you sign up for an account with Just Read, only your email address is stored. Just Read sends analytics to no one else. Any data that Just Read stores is safely secured and private.

Just Read is completely open source and can be found on GitHub here https://github.com/ZachSaucier/Just-Read

Please read the README in the GitHub link above for more details about Just Read!

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A feature-packed, customizable reader extension.

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Audiobooks for Dyslexia & Learning Disabilities | Learning Ally

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Learning Ally solutions help struggling readers through audiobooks & support services for educators, parents, and students dealing with dyslexia. Reading accommodations

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SIPPS is an accelerative foundational skills program for K-12 proven to help both new and struggling readers.

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SPIRE 4th Edition Reading Intervention | School Specialty | EPS

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SPIRE 4th Edition is an intensive reading intervention program for nonreaders and struggling readers – available in both print and digital formats.

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The complete Sonday System 1 Intervention Set, featuring the Instructor Kit and Classroom Set, provides all necessary instructor and student materials for multiple small-group multisensory intervention sessions.

Instructor Kit

This kit includes complete lesson plans and materials to deliver effective multisensory interventions.

Learning Plan Book (5 pre-reading and 36 reading levels)

Media Kit (instructional videos for teachers, music files, pronunciation guides, printing practice pages)

Word Book

Letter Tactile Card Decks

Board Game (includes playing pieces and dice for 2 games)

Sound Card Deck

Sight Word Card Deck

Blend Card Deck

Word Card Decks

Reading Strips and (1) Reading Window®

Alphabet Strips (uppercase and lowercase)

Teacher Resource Book

Student Record Book

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Sonday System 1 offers structured, systematic, multisensory reading intervention for beginning readers through the end of 2nd grade reading level. Each lesson plan uses proven Orton-Gillingham methods to provide effective intervention in small group settings.

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Leveled Literacy Intervention is a short-term, supplementary intervention system proven to improve literacy achievement of struggling readers with engaging leveled books and fast-paced systematically designed lessons.

Explore our intervention offerings below and our intervention resources in the Resource Library .

Leveled Literacy Intervention (LLI)

Online Data Management System (ODMS)

LLI Reading Record iPad® App

Select Collections and Genre Sets

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Short-term, supplementary intervention system proven to improve literacy achievement of struggling readers

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Barton | Reading & Spelling System Since 1998

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Barton System | Reading & Spelling System Since 1998 | Barton

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The Barton Reading & Spelling System is a one-on-one tutoring system that will greatly improve the spelling, reading, and writing skills of children, teenagers or adults who struggle due to dyslexia or a learning disability.

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Really Great Reading Letter Tile Freeplay

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© 2022 Really Great Reading All Rights Reserved

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https://www.leadersproject.org/non-word-repetition-tasks/

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Nonword Repetition Tasks (NWRT) can be used as a dynamic assessment as opposed to static assessment. NWRTs assess phonological working memory, speech perception, phonological assembly, and short term memory. These skills can have an impact on phonological awareness, word learning, and overall language acquisition. NWRTs are a useful tool to identify children/students with developmental language disorders because they are less culturally and linguistically biased than standardized language tests, as they do not call upon a child's/student's prior knowledge as many standardized tests do. Rather, NWRTs ask the child/student to repeat a series of nonwords of differing syllable length and complexity of sound combinations, thereby assessing linguistic abilities that have not been taught or learned previously. Nonword repetition tasks have been analyzed by number of consonants correct or number of items correct. There are different NWRTs for several languages, which contain phonemes specific for that particular language.

For more information on how to utilize NWRTs with children with and without language impairments, please watch the following videos from the Preschool Disability Evaluation modules:

Dynamic Assessment: Non-Word Repetition Task Part 1 - Using NWRT with a typically developing child and a low-average performing child

Dynamic Assessment: Non-Word Repetition Task Part 2 - Using NWRT with a child with a mild language delay and a child with a moderate-to-severe delay

Download: English NWRT Scoring Sheet, Dollaghan and Campbell, 1998
Download: Spanish NWRT Scoring Sheet, Gutierrez-Clellen and Simon-Cerejido, 2010 Download: Spanish NWRT Scoring Sheet, Kohnert, 2008

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Nonword Repetition Tasks (NWRT) can be used as a dynamic assessment as opposed to static assessment. NWRTs assess phonological working memory, speech perception, phonological assembly, and short term memory. These skills can have an impact on phonological awareness, word learning, and overall language acquisition.

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EarlyBird helps educators identify children at risk for reading difficulties, like dyslexia, at a time when intervention is most effective.

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The National Center on Improving Literacy is a partnership among literacy experts, university researchers, and technical assistance providers, with funding from the United States Department of Education.

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Your source for improving outcomes for students with literacy-related disabilities, including dyslexia.

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Multi-sensory reading instruction modules

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Multisensory Structured Language Instruction and Teaching Series

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Watch this quick orientation video to learn how to navigate this series. Videos may take a couple minutes to load depending on your connection.

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Join the California Dyslexia Initiative ( CDI) for a FREE expert webinar series. The online presentations are hosted by the Sacramento County Office of Education ( SCOE), the project lead, in partnership with Glean Education. Learn more about why some students struggle to learn to read, how to recognize risk factors in your students, and how to support reading difficulties and dyslexia in the classroom.

Follow-up discussion and activity guides accompany each webinar to support a deeper exploration of the content presented. Recordings of the webinars will be made available approximately one week after they take place.

Upcoming Webinars

2023-24 Webinar Recordings and Resources

2022-23 Webinar Recordings and Resources

2021-22 Webinar Recordings and Resources

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Join the California Dyslexia Initiative ( CDI) for a FREE expert webinar series. The online presentations are hosted by the Sacramento County Office of Education ( SCOE), the project lead, in partnership with Glean Education. Learn more about why some students struggle to learn to read, how to recognize risk factors in your students, and how to support reading difficulties and dyslexia in the classroom.

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Lexercise for Schools Login

Welcome to Lexercise! Please log in using your email and password to access your teacher dashboard.

Teacher looking to screen your students? Sign up for a free screening account.

Interested in how Lexercise can help your school's struggling readers? Learn more about Lexercise for Schools.

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Welcome to Lexercise! Please log in using your email and password to access your teacher dashboard. Teacher looking to screen your students? Sign up for a free screening account. Interested in how Lexercise can help your school's struggling readers? Learn more about Lexercise for Schools.

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Acadience® is a proprietary name referring to the work of Roland Good, Ruth Kaminski, and Acadience Learning Inc. (ALI). The intent of ALI is to make the current Acadience assessment tools and materials downloadable from this website available to schools, school districts, and multi-district agencies for the limited purposes, and on the terms, described in this Educational Use Agreement. Such use, however, is not intended to and does not place the Acadience assessment materials in the public domain.

Photocopy masters of the Acadience assessment materials are available at a host website designated by ALI solely for the purposes described in this Educational Use Agreement. Schools, school districts, and multi-district agencies may themselves make unlimited photocopies of the Acadience assessment materials for internal educational use, subject to the terms of this Educational Use Agreement. No outside printing services or other vendors may make photocopies of the Acadience assessment materials. No Acadience assessment materials may be sold or licensed without the express written consent of ALI. ALI has licensed Voyager Sopris Learning ® to sell the print version of the Acadience assessment materials and to distribute the Acadience Learning Online progressive web application that incorporates the Acadience assessment materials ( www.voyagersopris.com).

As a part of ALI's program to provide the photocopy masters and permission to photocopy for free as described above, ALI requires all users to register on the host website designated by ALI, to evidence their assent to the terms of this Educational Use Agreement, so that we may document usage as we pursue additional research and development funding, and so that we may notify users when new and improved materials are available. Users should not use a prior version of Acadience assessment materials when a new and improved version of the Acadience assessment materials are available.

This Educational Use Agreement also requires that users copy and use the Acadience assessment materials without modification (including, without limitation, without removing logos or acknowledgments for contributions to the Acadience assessment materials), except as agreed to in advance and in writing by ALI in its sole discretion. Any uses of the Acadience assessment materials that are inconsistent with the provisions of this Educational Use Agreement are strictly prohibited.

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Acadience Learning Materials | Acadience Learning

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Acadience® is a proprietary name referring to the work of Roland Good, Ruth Kaminski, and Acadience Learning Inc. (ALI). The intent of ALI is to make the current Acadience assessment tools and materials downloadable from this website available to schools, school districts, and multi-district agencies for the limited purposes, and on the terms, described in this Educational Use Agreement.

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Houton Mifflin Phonics and Decoding Screener

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Houton Mifflin Phonics and Decoding Screener

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Houghton Mifflin Phonics/Decoding Screening Test

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Houghton Mifflin Phonics/Decoding Screening Read more about words, student, houghton, mifflin, sound and screening.

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A Tutorial Of The Arkansas Rapid Automized Naming Screener

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Primary Spelling Inventory Scoring Walk-Through

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Search

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Discover how Lens in the Google app can help you explore the world around you. Use your phone's camera to search what you see in an entirely new way.

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Lesson Resources

The UFLI Foundations Toolbox contains all the lesson resources to accompany the lesson plans provided in the UFLI Foundations manual. (Don't have a manual yet? Click here to order one) Every lesson has companion resources that will help you implement the lessons efficiently, effectively, and consistently.

Some of the companion lesson resources you will find below include:

Lesson slide decks (in PowerPoint and Google Slide formats)

Decodable passages

Homework sheets

Games and activities for additional practice

We have grouped the lessons into smaller units so you can access these resources more easily. Scroll down to use the buttons below to find the resources for each lesson or groups of lessons.

Please note that we are still building out these free resources, and we will be editing this page over the next few weeks. We wanted you to be able to access some materials as soon as possible, but be sure to come back later to see the rest!
New to UFLI Foundations? Learn about its development, check out a sample lesson plan, view the scope and sequence, and more.

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The UFLI Foundations Toolbox contains all the lesson resources to accompany the lesson plans provided in the UFLI Foundations manual. (Don't have a manual yet? Click here to order one) Every lesson has companion resources that will help you implement the lessons efficiently, effectively, and consistently.

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The National Center on Improving Literacy is a partnership among literacy experts, university researchers, and technical assistance providers, with funding from the United States Department of Education.

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Your source for improving outcomes for students with literacy-related disabilities, including dyslexia.