# data[].attributes.body
15-20% of the population as a whole have some symptoms of dyslexia.
3:20 ration in the classroom
(Brooks, 2019)

# data[].attributes.body
The probability of your children having dyslexia if you or your partner has it increases a lot. (DITC Handbook, 2017)

# data[].attributes.headline
Some specific signs for elementary aged children may include:

# data[].attributes.subject
Some specific signs for elementary aged children may include:

# data[].attributes.body
"Difficulty with remembering simple sequences such as counting to 20, naming the days of the week, or
reciting the alphabet
 Difficulty understanding the rhyming of words, such as knowing that fat rhymes with cat
 Trouble recognizing words that begin with the same sound (for example, that bird, baby”, and big all start
with b)
 Pronunciation difficulties
Trouble easily clapping hands to the rhythm of a song
 Difficulty with word retrieval (frequently uses words like “stuff” and “that thing” rather than specific words
to name objects)
 Trouble remembering names of places and people
 Difficulty remembering spoken directions."
(DITChandbook, 2017)

# data[].attributes.body
"Dyslexia is a specific learning disability that is neurological 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 the growth of vocabulary
and background knowledge." (DITC Handbook, 2017)

# data[].attributes.headline
General problems experienced by people with dyslexia include the following:

# data[].attributes.subject
General problems experienced by people with dyslexia include the following:

# data[].attributes.body
The sooner, the better when diagnosing dyslexia

 Learning to speak
 Learning letters and their sounds
 Organizing written and spoken language
 Memorizing number facts
 Reading quickly enough to comprehend
 Keeping up with and comprehending longer reading assignments
 Spelling
 Learning a foreign language
 Correctly doing math operations
(DITC Handbook, 2017)

# data[].attributes.body
Pg 4 of https://creeracord.files.wordpress.com/2020/10/dyslexia-white-paper-lexia.pdf prek-adults

# data[].attributes.body
https://ksmo.dyslexiaida.org/teacher-resources/

# data[].attributes.attachment_link.provider_name
The International Dyslexia Association of Kansas and Missouri

# data[].attributes.attachment_link.readable_text
No matter where you are on your path to learning about dyslexia, we hope this page will provide you with the dyslexia resources you are looking for to help your students. The Kansas-Missouri IDA branch actively promotes finding information for parents that will not only allow you the ability to learn more about dyslexia and the Science of Reading but will also help you effectively advocate for your child with dyslexia in Kansas or Missouri! For the most up-to-date information on the IDA's Gold Standard of reading practice, please go to The Center for Effective Reading Instruction. The Knowledge and Practice Standards for Teachers of Reading is a comprehensive evidence-based resource that outlines what teachers need to know to deliver effective instruction and ensure that all children become proficient readers.

Information from the Knowledge of Practice Standards is used when teachers are administered the Knowledge and Practice Examination for Effective Reading Instruction (KPEERI). The KPEERI is required for The Center for Effective Reading Instruction Certification.

The Knowledge and Practice Examination for Effective Reading Instruction (KPEERI), formerly the Certification Examination for Effective Reading Instruction (CEERI), measures an educator's knowledge of the principles and practices of Structured Literacy™.

Structured Literacy™ is an approach to reading instruction that is beneficial for both general education students at risk for reading difficulties due to a variety of factors (e.g. low socio-economic status, status as an English learner) and for students with disabilities.

This approach is characterized by the provision of systematic, explicit instruction that integrates listening, speaking, reading and writing and emphasizes the structure of language across the speech sound system (phonology), the writing system (orthography), the structure of sentences (syntax), the meaningful parts of words (morphology), the relationships among words (semantics), and the organization of spoken and written discourse. General information related to the exam can be found in the KPEERI Handbook which is available HERE.

What other apps or resources will help my students with dyslexia thrive?

1. Instructional and Assistive Technology: Critical Tools for Students

2. Software Instructional Support: Virtual Direct Instruction for Students With Dyslexia

3. Haskins Global Resource Library - This resource library is designed to help parents and educators easily navigate through the overwhelming amount of information available online on promoting literacy development in children of all ages.

Are there training programs to help me learn to effectively teach my students with dyslexia?

There are many IDA-approved structured-literacy-based programs available through the International Dyslexia Association. Check out our list of programs!

Are there grants and scholarships to help me learn to effectively teach my students with dyslexia?

1. The Kansas Missouri International Dyslexia Association Teacher Training Scholarship offers up to $1,500 to teachers in Kansas and Missouri to attend teacher training programs, helping students across the state learn to read effectively! Check out our program and find out when to apply.

2. Boon Philanthropy: Boon is a public charity dedicated to funding teacher training in explicit, structured, multi-sensory reading instruction methods on an annual basis.
By working with our designated grantee training organizations Boon is funding teacher training in a majority of states from coast to coast.
Boon works to combine gifts from major potential donors to unconditionally match gifts from average donors across the nation for greater collective impact.

3. Orton Gillingham Scholar

What education programs will help my dyslexic students thrive?

1. Nessy Phonics Cards

2. AbcMouse - Free 30 day trial and 49% discount on yearly membership.

3. Actively Learn - This website offers a 30 day trial for anyone searching reading passages for students. This website allows you to search by age, Lexile level, grade, genre, and curriculum. Most passages contain reading comprehension questions built within.

Are there organizations in addition to the Kansas Missouri International Dyslexia Association I can be a part of?

Yes! Decoding Dyslexia in Kansas and Missouri are Grass-Root parent groups that provide support for parents of children with dyslexia with chat groups and resources for parents.

Are there free programs to help me better teach my students with dyslexia?

1. Wordwall.net - A free resource for phonics and structured literacy games. The community page allows you to search a structured literacy topic and find a game to practice the targeted topic.

2. Whizzimo.com - You can find free tiles for students to manipulate while practicing a structured literacy skill.

3. Facebook group to assist with online Orton-Gillingham tutoring

4. Free Barton games created by online Barton tutors and shared via a Barton Facebook group.

5. Bookwidgets - Allows teachers and tutors to create engaging OG games for distance learning. They have extended the free period by 45 days during COVID-19 Pandemic.

6. Flipity - Allows you to turn a Google Spreadsheet into a set of online flashcards and other cool stuff! Games include: -scavenger hunt, -quiz show, -random name picker/random spinner, -manipulatives, -hangman, -bingo, -badge tracker, -timeline, -spelling words, -tournament bracket, -typing test, etc.

7. Dyslexia Toolkit - A non-for-profit organization that offers free dyslexia tutoring for those in need in Greely, Colorado. The organization has created hundreds of games for Barton tutors. Dyslexia Tool Kit is offering unlimited access to these games during the pandemic when you donate $15 to their organization.

Share this page with your friends...

# data[].attributes.attachment_link.title
Resources for Teachers of Students with Dyslexia - Kansas Missouri IDA

# data[].attributes.attachment_link.description
Teacher training programs as well as apps, reosources and programs to help students with Dyslexia in Kansas and Missouri thrive!

# data[].attributes.headline
It is more than just only reading and writing backwards 

# data[].attributes.subject
It is more than just only reading and writing backwards 

# data[].attributes.body
Many kids when they are young and first starting they write their letters backwards.
(Brooks, 2019)

# data[].attributes.body
Identifying sounds in a word, blending sounds, repeating, rhyming and remembering (Brooks, 2019)

# data[].attributes.body
If they do not have all the sounds in a word represented, then this could be a sign. ( Brooks, 2019)

# data[].attributes.body
-Code based approach: phonics and direct instruction.
-"Over learning" lots and lots of practice.
-Not moving so fast:  review through the year all skills.
-Older students encourage them to count on their fingers or tap under their desks to help them segment.
- Use non-sense or detached syllables so that they don't feel embarrassed they do not know simple words.
- Multisensory delivery: use more than one sense at a time, like writing the letter while saying it out loud or using manipulatives. (Brooks, 2019)

# data[].attributes.body
"The core difficulty involves word recognition and reading
fluency, spelling, and writing. Some individuals with dyslexia manage to learn early reading and spelling tasks,
especially with excellent instruction, but later experience their most debilitating problems when more complex
language skills are required, such as grammar, understanding textbook material, and writing essays. " Reaches beyond just the classroom DITC Handbook, 2017

# data[].attributes.body
For students who exhibit the warning symptoms of dyslexia, early detection and intervention are crucial for improved outcomes in the long run. It is now possible to test, identify, and correct reading challenges early on thanks to research that has pinpointed the exact skill deficiencies that predict subsequent reading difficulties. Programs at the kindergarten and first-grade levels, which require roughly 30-45 minutes each day, can solve problems for the majority of kids. Regular testing in kindergarten and first grade (DITC Handbook,2017)

# data[].attributes.body
Testing for intellectual and academic aptitude is frequently part of a thorough evaluation, which also involves an analysis of the fundamental language abilities that are closely related to dyslexia. These include the student's ability to quickly name letters and names, as well as receptive (hearing) and expressive language abilities, phonological skills and phonemic awareness. It's important to evaluate a student's capacity to read lists of words both alone and in context. If a profile that is typical of readers with dyslexia starts to emerge, an individual intervention plan should be created. This plan should contain the necessary accommodations, including extra time. The testing may be carried out by certified school personnel or independent experts.

# data[].attributes.body
Information is gathered through an evaluation procedure in order to pinpoint the elements that are hindering a student's ability to learn to read and spell. In order to comprehend development and the educational possibilities that have been offered, information is first obtained from parents and teachers. Tests are then administered to determine strengths and weaknesses, which results in a diagnosis and a rough plan for intervention. ( DITC, 2017)

# data[].attributes.body
Test students young: Screen your students with these recommended by the DITC Handbook:
Colorado Learning Disabilities
Questionnaire – Reading Subscale (CLDQ-R) School Age Screener.
(DITC Handbook, 2017)

# data[].attributes.body
 Total Score <16 = Minimal Risk
 Total Score 16-21 = Moderate Risk
 Total Score >21 = Significant Risk

" Minimal Risk: The score indicates that there is little in the child’s developmental history to indicate that he/she is at
risk for a reading disability (dyslexia). However, if there are concerns about the child’s reading progress, an evaluation
with the school or a licensed child psychologist is recommended to examine the nature of these difficulties."

"Moderate Risk: The score indicates that there are features of the child’s developmental history (e.g. difficulty learning
letters, required extra reading help) that may be consistent with a reading disability (dyslexia). Reading disability
constitutes a very common learning disability, affecting approximately 5% of the United States population. Reading
disability is characterized by slow or effortful reading, difficulty sounding out new words, and problems with spelling. If
there are concerns about the child’s reading progress, an evaluation with the school or a licensed child psychologist is
recommended to examine the nature of these difficulties."

" Significant Risk: The score indicates that there are several features of your child’s developmental history (e.g. difficulty
learning letters, required extra reading help) that are consistent with a reading disability (dyslexia). Reading disability constitutes a very common learning disability, affecting approximately 5-10% of the United States population. Reading disability is characterized by slow or effortful reading, difficulty sounding out new words, and problems with spelling. The results of this questionnaire indicate that your child may be experiencing some or all of those symptoms. A formal evaluation with the school or a licensed child psychologist is strongly recommended so that your child can get the reading support he/she needs, if appropriate. " (DITC Handbook, 2017)

# data[].attributes.headline
Students with dyslexia show unexpected strengths or talents

# data[].attributes.subject
Students with dyslexia show unexpected strengths or talents

# data[].attributes.body
"such as strong underlying oral language abilities (other than phonological
awareness), unusual visual-spatial abilities (e.g., talents in landscape architecture), and
notable entrepreneurial or mechanical abilities, and may excel in areas such as music,
art, drama, sports, creative writing, math, and social skills (e.g., sales)." (Hook and Carreker)

# data[].attributes.body
Students must have phonemic awareness first otherwise they can not sound out. word and put it together. (Susan Barton)

# data[].attributes.body
A multisensory approach integrates visual, auditory, tactile, and kinesthetic learning elements that activate different parts of the brain and benefit all students, especially students with dyslexia. (The reading teacher, 2019)

# data[].attributes.body
A unique mindset that is often gifted and proactive but learns differently than others. (What I wish my teacher knew)

# data[].attributes.body
Research shows explicit and systematic phonics can actually help rewire the brain and help dyslexic students read. ( What I wish my teacher knew)

# data[].attributes.body
Dyslexics do their best wehn to do lists are two or less steps. (what I wish my teacher knew)

# data[].attributes.body
Have them read a word list. No pictures. Something, something they have not read before, and no context clues. (Susan Barton

# data[].attributes.body
- they read by shape: ex girl and gril. Same first letter, same last letter, and the same or about the same length
- say letters in a different sequence: was and saw. They will see was but say saw.
- confuse left and right or up down: big and dig or may and way
- Leave off suffixes: because they are looking for a familiar shape.
- They leave out function words or prepositions. They don't care about the little words
-They don't even look at the letters they may say fast instead of speed or trip instead on destination based off their intelligence and story line. (Susan Barton)

# data[].attributes.headline
They are missing phonemic awareness skill

# data[].attributes.subject
They are missing phonemic awareness skill

# data[].attributes.body
Normal readers develop this skill automatically but dyslexics can not. This skill is when you can hear and manipulate every sound in a syllable. They struggles with the small phonemes. (Susan Barton)

# data[].attributes.headline
phonemic awareness free tests that are good 

# data[].attributes.subject
phonemic awareness free tests that are good 

# data[].attributes.body
DIBLS
CTOPP
- Susan Barton

# data[].attributes.body
https://dyslexiaida.org/knowledge-and-practices/

# data[].attributes.attachment_link.readable_text
Updated: April 3, 2018

The International Dyslexia Association's Educator Training Initiatives (ETI) Committee has refined the Knowledge and Practice Standards (KPS) to bring greater specificity to how knowledge of the standards could be assessed in the context of coursework and how practice applications of Structured Literacy could be demonstrated in supervised practicum contexts.
Overview of the KPS
The KPS define the knowledge and skills that all teachers of reading should possess to teach all students to read proficiently. To view the Knowledge and Practice Standards, (Also available in Spanish: click here.)

In the summer of 2018, IDA will begin aligning educator preparation resources, including publications, webinars, and information briefs, with the KPS to support their use in pre-service and in-service educator preparation contexts.
KPS and Program Accreditation
IDA Accredits pre-service and in-service educator preparation programs on the basis of their ability to document alignment with the KPS, as articulated in the IDA Accreditation Handbook (under development). Programs interested in learning more about IDA Accreditation are encouraged to complete this inquiry form. A representative from the ETI Leadership Team will be in touch within one week of receipt. To reach a member of the ETI Leadership Team with specific questions related to the accreditation process, please click

For a list of Accredited Educator Preparation Programs: Higher Education, click HERE.

For a list of Accredited Educator Preparation Programs: Independent, click HERE.
KPS and Educator Certification
The Center for Effective Reading Instruction (CERI) requires candidates to present evidence of their having mastered the content of the KPS by earning a passing score on the Knowledge and Practice Examination of Effective Reading Instruction (K-PEERI) and for select certifications, passing scores or ratings on supervised practicum requirements. For more information about CERI certification, please click HERE.

# data[].attributes.attachment_link.title
Knowledge and Practice Standards for Teachers of Reading - International Dyslexia Association

# data[].attributes.body
https://heggerty.org/

# data[].attributes.attachment_link.description
A love of reading starts with a solid foundation A love of reading starts with a solid foundation The Heggerty Way Bridge to Reading Our...

# data[].attributes.body
www.DyslexiaIDA.org

Moats, L., & Dakin, K. (2008). Basic facts about dyslexia and other reading problems. Baltimore, MD: International Dyslexia Association.

Moats, L., Dakin, K., & Joshi. R. M. (2012). Expert perspectives on interventions for reading. A collection of bestpractice articles from the International Dyslexia Association. Baltimore, MD: International Dyslexia Association.

Tridas, E. (2007). From ABC to ADHD: what parents should know about dyslexia and attention problems. Baltimore, MD: International Dyslexia Association.

# data[].attributes.body
Dyslexia is a neurobiological disorder that affects a person's phonological processing and memory (Reading teacher, 2019)

# data[].attributes.headline
It is more then just struggling to read 

# data[].attributes.subject
It is more then just struggling to read 

# data[].attributes.body
The disorder causes deficits, in varying degrees of severity, that affect a person's ability to properly hear distinctive and blended letter sounds, which causes difficulties in reading comprehension and fluency. This deficit in phonological processing results in difficulty with rapid naming, auditory short-term memory, and articulation speed. In addition, dyslexia can interfere with a person's ability to effectively use rapid-memory recall, organize thoughts for storing and retrieving, and fluently express thoughts. (The reading teacher, 2019)

# data[].attributes.body
Teachers must find ways to incorporate a multisensory approach into their instruction to help students develop phonics-based word attack skills.  Strategies can include having students tap out phonemes, such as by tapping their finger or thumb on a table or having students use their hands to tap out each sound heard in a word, starting at the opposite shoulder for the first sound and moving down the arm for each additional sound. Hand mirrors and sound gestures are two more ideas. This helps because it is how many sounds are heard not the letters themselves. (The Reading Teacher, 2019)

# data[].attributes.body
For students with dyslexia, the use of sight, hearing, movement, and touch can be helpful for learning and should include music, singing, rhymes, audio tones, lyrics, clapping, and dialogue. Identification of rhymes, phonemes, sound sorts, segmentation of words into syllables, onset and rimes, syllable blending, and phoneme manipulation must be done in a progression, beginning with rhyming, then isolating and categorizing sounds, then segmenting and blending syllables in sounds, and finally manipulating phonemes. (The Reading Teacher, 2019)

# data[].attributes.body
Students with dyslexia have difficulty expressing their ideas on paper, tend to make many spelling errors (even though they may do well on weekly spelling tests), and have difficulty proofreading. This is because they spell/write the way they hear it, and often times words/sounds are mispronounced. The Reading Teacher,2019)

# data[].attributes.body
Explicitly teaching and reviewing phonics rules multiple times and grouping words into word families for each phonetic pattern will also improve learning errors. (The reading Teacher, 2019)

# data[].attributes.headline
Ideas to help with organizing words in their mind 

# data[].attributes.subject
Ideas to help with organizing words in their mind 

# data[].attributes.body
Word training: matching words to pictures, word sorts, word scramble. Graphic organizers and metacognition. (The reading teacher,2019)

# data[].attributes.body
https://austinlearningsolutions.com/blog/38-dyslexia-facts-and-statistics

# data[].attributes.attachment_link.readable_text
October is Dyslexia Awareness Month. To raise awareness and dispel misconceptions about Dyslexia, we have compiled a list of facts and statistics about Dyslexia.

It is estimated that 1 in 10 people have dyslexia

Over 40 million American Adults are dyslexic - and only 2 million know it

Dyslexia is not tied to IQ - Einstein was dyslexic and had an estimated IQ of 160

Dyslexia in not just about getting letters or numbers mixed up or out of order

80% of people associate dyslexia with some form of retardation - this is not true

Dyslexia is a language-based learning disability or disorder that includes poor word reading, word decoding, oral reading fluency and spelling

Dyslexia occurs in people of all backgrounds and intellectual levels

Dyslexia has nothing to do with not working hard enough

20% of school-aged children in the US are dyslexic

With appropriate teaching methods, dyslexia can learn successfully

Over 50% of NASA employees are dyslexic

Dyslexia runs in families; parents with dyslexia are very likely to have children with dyslexia

Dyslexics may struggle with organizational skills, planning and prioritizing, keeping time, concentrating with background noise.

Dyslexis may excel at connecting ideas, thinking out of the box, 3D thinking, seeing the big picture

People with dyslexia excel or even gifted in areas of art, computer science, design, drama, electronics, math, mechanics, music, physics, sales and sports

Many famous people are dyslexic including: Orlando Bloom, Whoopi Goldberg, Stephen Spielberg, Kiera Knightley. Albert Einstein and Patrick Dempsey

SOURCES: American Dyslexia Association, The International Dyslexia Association, The Dyslexia Center, The Dyslexia Foundation, The Child Mind Institute

# data[].attributes.attachment_link.description
October is Dyslexia Awareness Month. To raise awareness and dispel misconceptions about Dyslexia, we have compiled a list of facts and statistics about Dyslexia.

# data[].attributes.attachment_link.readable_text
Resource Categories

Cognitive Skill Building Tools

Cognitive skills are foundational abilities that support all learning. According to Dr. Benjamin Bloom's famous taxonomy (updated edition) they include: Remembering, understanding, applying, analyzing, evaluating and creating. Modern standardized tests assess very specific cognitive abilities such as: processing speed, attention, working memory, short term memory, pattern recognition and executive functioning.

Packed with fun activities for children ages 5-13, which build a variety of cognitive skills.

Phonemic awareness is defined as the ability to distinguish and manipulate phonemes, the smallest units of speech sound that can carry a meaning. It is a critical skill that all readers must develop.

There are many great free resources for dyslexia. Below are some sites that we think offer a mix of professional pedagogical resources and positive inspiration:

1) Khan Academy.org. The Khan academy contains a huge library of free online lessons, but unfortunately English and reading remediation are not among them. BUT, they have some very good exercises in mathematics that should help anyone with dyscalculia.

2) Dyslexia Materials.com Dr. Erica Warren's site contains some free teaching resources and lists of links to other helpful free resources from podcasts to webinars to camps.

3) Headstrong Nation.org. Ben Foss's site doesn't contain worksheets or lesson plans, but does have great videos that will inspire teachers to experiment with new technology while building student confidence inside and outside the classroom

Back to the top of Dyslexia Teaching Resources

Stay up to date, subscribe to our newsletter: The Oasis

# data[].attributes.attachment_link.description
Cognitive skills are foundational abilities that support all learning. According to Dr. Benjamin Bloom's famous taxonomy (updated edition) they include: Remembering, understanding, applying, analyzing, evaluating and creating. Modern standardized tests assess very specific cognitive abilities such as: processing speed, attention, working memory, short term memory, pattern recognition and executive functioning.

# data[].attributes.body
https://www.dyslexiclogic.com/shop

# data[].attributes.attachment_link.authors[].name
Literacy Support Programme- Part 1 (spiral bound) £45.00 sold out

# data[].attributes.attachment_link.title
Free Downloadable Dyslexia resources — Dyslexic Logic

# data[].attributes.attachment_link.description
A range of free downloadable dyslexia teaching resources and teaching programme material. These resources focus on early intervention and a multisensory approach to synthetic phonics.