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We are trying to do our part! Dr. Nadine Gaab of Boston Children's Hospital has developed a literacy screening tool for young children! We are proud to be a validation site for this revolutionary project! Read more here:

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Boston Children's Hospital's Early Literacy Screening App can effectively screen for early signs of literacy challenges in only 30 minutes and link to risk-specific evidence-based responses to screening.

Project Overview

The Early Literacy Screening app, being developed by the Innovation & Digital Health Accelerator at Boston Children's Hospital, in partnership with Dr. Nadine Gaab, will be presented in a fun, interactive way to keep children engaged for the duration of the 30-minute screening.

Once the screener is complete, the app will produce an overall score that measures the child's risk for developmental literacy challenges. Links to evidence-based responses that offer teaching solutions and intervention programs (e.g. through instructional videos) will be provided to help teachers, parents and social workers address the needs of children deemed at-risk.

Additional links to educational videos will further support parents looking for activities they can engage in with their children that have been shown to improve these essential pre-reading skills.

Healthcare Context

Development of basic reading skills is one of the primary goals of elementary education. However 63% of fourth-graders are reading below grade level and about 80% of those from low socio-economic backgrounds. 1,2 Difficulty reading at grade-level can lead to low self-esteem, feelings of shame, inadequacy, helplessness and depression in children. ³ Children with learning disabilities are less likely to complete high school or pursue higher education, and are at an increased risk of entering the juvenile justice system. 4,5 The vast majority of working-age adults with learning disabilities - 92 percent - had annual incomes of less than $50,000 within eight years of leaving high school. Sixty-seven percent earned $25,000 or less. ⁶

Common literacy issues, such as dyslexia, are generally diagnosed after the most effective time for intervention has passed. This paradox is detrimental to the well-being of children and their families who experience the psychosocial implications of reading disabilities for years prior to diagnosis. Targeted interventions are most effective when administered in kindergarten and first grade, despite reading disabilities typically only being diagnosed when a child fails to read in 2nd-4th grade. Dr. Nadine Gaab, of Boston Children's Hospital, completed a recent study of more than 1,500 kindergartners in New England and identified six independent reading trajectory profiles, including three dyslexia risk profiles. Research showed that these reading profiles are remarkably stable over a two-year window - allowing it to be a predictive assessment for a future reading disability diagnoses.

For additional information on the Early Literacy Screener please email gaablab@tch.harvard.edu or visit https://www.bostonearlyliteracyscreener.com/

References

1.National Center for Education Statistics (2017). The Nation's Report Card: A First Look: 2017 Mathematics and Reading.

2.Institute of Education Sciences, U.S. Department of Education, Washington, D.C.

3.Valas, H. (1999). Students with learning disabilities and low-achieving students: Peer acceptance, loneliness, self-esteem, and depression. Social psychology of education, 3(3), 173-192.

4.Mallett, Christopher A., "Disparate Juvenile Court Outcomes for Disabled Delinquent Youth: A Social Work Call to Action" (2009). Social Work Faculty Publications.

5.U.S. Department of Education, Institute of Education Sciences, National Center for Special Education Research, National Longitudinal Transition Study-2 (NLTS2), Wave 4 parent interview and youth interview/survey, 2007

6.Cortiella, C., & Horowitz, S. H. (2014). The state of learning disabilities: Facts, trends and emerging issues. New York: National Center for Learning Disabilities, 2-45.

7.KPMG foundation Annual Report 2006

In the News

Send us an email at accelerator@childrens.harvard.edu

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The Early Literacy Screening app, being developed by the Innovation & Digital Health Accelerator at Boston Children's Hospital, in partnership with Dr. Nadine Gaab, will be presented in a fun, interactive way to keep children engaged for the duration of the 30-minute screening.

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Visit Good Cognitions

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We have many expert partners, all working on different aspects of the problem. It takes commitment and collaboration to coordinate the work.

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Chronicle runs a series of reports on the state of services for students with dyslexia in Massachusetts. The story features Andover students, Andover parents, and Andover representatives; as well as Andover's poor response to students with LBLD.

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Our students with dyslexia were not learning to read. Our parents were furious...and the media reported a harsh reality: We were failing.

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WEBVTT >> THIS IS "CHRONICLE" ON WCVB CHANNEL 5. >> SENT OUT OF THE CLASSROOM. SHUNNED BY CLASSMATES. >> I GOT PICKED ON A LOT. >> SINGLED OUT. >> YOU DON'T REALIZE HOW DARK THE WORLD CAN BE. >> ALL BECAUSE THEY COULDN'T READ. NOW, WITH GROWING AWARENESS OF THE PROBLEM -- >> UP TO 20% OF THE CHILDREN ARE DYSLEXIC. >> AND NEW METHODS OF DIAGNOSIS AND INTERVENTION. >> WE START WITH THE SHORT VOWELS AND WE BUILD OUR WAY UP. >> PARENTS WANT TO KNOW WHY DO SO MANY MASSACHUSETTS TAKE A WAIT TO SAIL APPROACH. >> THE FACT THAT WE DON'T HAVE THE WORD DIX LEX YEAH USED IN I.E.P. IS AN EMBARRASSMENT. >> DECODING DYSLEXIA, NEXT ON "CHRONICLE." >> CHILDREN WHO ARE FUN TO BE AROUND. >> YOU WOULDN'T SUSPECT THAT THESE CHILDREN HAVE HAD TO OVERCOME SHAME AND SOCIAL ISOLATION ALL BECAUSE THEY COULDN'T READ. FIFTH GRADER ETHAN MARQUIS HAD TROUBLE READING IN FIRST GRADE. HIS TEACHERS TRIED TO HELP. >> I REMEMBER TAKING THE OTHER CLASS AND THEY WOULD TRY TO HELP ME THERE. BUT IN SECOND GRADE, THEY JUST DIDN'T REALLY KNOW. SO THEY TOOK ME OUT OF READING GROUP AND THEY WOULD TELL ME TO GO AND PLAY. ANNABEL WHITE GOT ANOTHER APPROACH. >> THEY PUT ME IN THE SPINNING CHAIR. I GOT REALLY UPSET AND STARTED CRYING. IT MADE ME FEEL STUPID AND IGNORED. >> ETHAN AND ANABEL HAVE DYSLEXIA. BUT NEITHER WITH YOUR IDENTIFIED. UP TO 20% OF CHILDREN ARE DYSLEXIC. BUT ONLY A SMALL PERCENTAGE ARE DIAGNOSED. AND WHEN THEY ARE, IT'S OFTEN TOO LATE. >> IT TENDS NOT TO GET IDENTIFIED UNTIL LATE SECOND GRADE OR MAYBE AS LATE AS GRADE THREE OR LATER WHEN THE GAP BETWEEN THEMSELVES AND THEIR TYPICALLY READING PIERCE IS MUCH LARGER. >> I KIND OF KNEW I WAS JUST A LITTLE BIT DIFFERENT THAN EVERYBODY ELSE. WHEN I FOUND OUT I HAD DYSLEXIA I WAS UPSET. BUT I KNEW I HAD DYSLEXIA BECAUSE I WAS WONDERING ALL THOSE YEARS WHAT WAS WRONG WITH ME. >> DISPARATE TO DO SOMETHING, ANABEL'S PARENTS TOOK HER OUT OF PUBLIC SCHOOL THEY HOME SCHOOLED HER FOR A FEW MONTHS THEN SENT HER TO A SCHOOL THAT SPECIALIZED IN DYSLEXIA. >> I WENT TO CAROL SCHOOL. I HAD A LOT OF FRIENDS. MADE ME FEEL APPRECIATED. I FEEL LIKE I COULD BE REGULAR THERE AND I'M NOT PICKED ON. AND I'M NOT BEING PULLED OUT OF CLASS. I DON'T HAVE A SPINNING CHAIR. >> ETHAN'S MOTHER MELISSA MARQUIS KNEW HER SON WS WAS HAVING DIFFICULTY. >> WITH PICTURE BOOKS. AND YOU'LL HAVE THE WORD CAT AND BAT. SO IT WOULD BE ON ONE PAGE AND HE WOULD STRUGGLE TO READ CAT. WE'D GET THROUGH IT. IT WOULD TAKE A VERY LONG TIME. WHEN HE FLIPPED THE PAGE AND CAT WAS THERE AGAIN IT WAS AS IF HE NEVER SEEN IT. >> DYSLEXIA IS A NEUROLOGICAL DISORDER THAT AFFECT AS CHILD'S ABILITY TO REAFMENT >> IT MANIFESTS ITSELF TYPICALLY WITH BOTH SPELLING AND READING ACCURACY, READING FLUENCY DISORDERS BEST EXPLAINED BY UNDER -- LIGHT WEAKNESSES BY RAPID NAMING. >> PEOPLE WITH DYSLEXIA DON'T READ BACKWARDS. THEY ARE UNABLE TO CONNECT LETTERS WITH SOUNDS OR WORDS TO THEIR MEANINGS. MELISSA MARQUIS SPENT THOUSANDS OF DOLLARS HAVING ETHAN PRIVATELY ASSESSED. WITH THE ADVOCACY GROUP SHE FOUND TUTOR BONNIE HALEY. BONNIE USE AS MULTISENSORY READING APPROACH. >> WE START WITH THE SHORT FOULS AND WE BUILD OUR WAY UP. ETHAN HAS ACTUALLY GOTTEN THROUGH ALL 45 OR SO VOWEL SOUND COMBINATIONS IN THE ENGLISH LANGUAGE. AND WE'RE LOOKING IN THE LATIN INFLUENCED ENGLISH WORDS. >> IT'S BEEN GAME-CHANGING. I MEAN, NOT ONLY IS HE READING VERY WELL, THE FLUENCY IS UP. THE RATE AT WHICH HE CAN READ WHICH HELPS WITH EVERYTHING ELSE. MY SON DIDN'T READ A STOP SIGN UNTIL HE WAS ALMOST NINE YEARS OLD. YOU DON'T REALIZE HOW DARK THE WORLD CAN BE. >> THINGS ARE GETTING BRIGHTER FOR THE 10-YEAR-OLD. >> IT JUST CHANGED EVERYTHING FROM THE WAY I PRETTY MUCH DO ANYTHING LIKE PLAY FOOTBALL TO READ A BOOK TO DO MATH. IT'S JUST HELPED ME IN EVERY SUBJECT. >> >> HOW DOES IT MAKE YOU FEEL AT SCHOOL? >> SO PROUD. I LOVE IT. I NOTICE MY SELF-ESTEEM WENT UP. I MADE SO MANY MORE FRIENDS BECAUSE I WASN'T AS SHY AS I WAS. >> CHILDREN MUST LEARN TO READ BEFORE THEY GET TO THE POINT WHERE THEY HAVE TO READ TO LEARN SAYS GOTWALD. >> 40% OF OUR FOURTH GRADERS ARE READING AT SUCH A BASIC LEVEL THAT THEY CANNOT FOCUS ON THE TEXT. IT IS POSSIBLE TO HAVE 90% OF OUR STUDENTS AT BENCHMARK LEVELS BY THE END OF GREAT THREE. AND WE -- GRADE THREE. AND WE SHOULD DEMAND THAT THAT HAPPEN. >> AND YOU CAN SEE WHAT A DIFFERENCE IT MADE FOR ETHAN. HIS SELF-ESTEEM WENT RIGHT UP. >> IT HELPED WITH THE SOCIALIZATION, HELPED WITH THE SCORE, HELPED WITH EVERYTHING. WE DID REACH THE MASSACHUSETTS DIDN'T OF EDUCATION. THEY DID SAY THIS -- MASSACHUSETTS HAS THE SECOND HIGHEST RATE OF IDENTIFICATION OF STUDENTS WITH DISABLES IN THE NATION -- DISABILITIES IN THE NATION. AND THE VAST MAJORITY ARE IDENTIFIED THROUGH THE ELIGIBILITY PROCESS IN THEIR LOCAL SCHOOLS." END OF QUOTE FROM THE DIDN'T OF EDUCATION. >> NEXT SEEING DYSLEXIA IN THE BRAIN. >> THERE ARE SOME KEY AREAS ESPECIALLY IN THE LAST HEMISPHERE OF YOUR BRAIN. >> PLUS, ONE PARENT'S BATTLE. >> NO PARENT SHOULD HAVE TO

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Chronicle Decoding Dyslexia: They Struggled for Help

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Hide Transcript Show Transcript WEBVTT >> THIS IS "CHRONICLE" ON WCVB CHANNEL 5. >> SENT OUT OF THE CLASSROOM. SHUNNED BY CLASSMATES. >> I GOT PICKED ON A LOT. >> SINGLED OUT. >> YOU DON'T REALIZE HOW DARK THE WORLD CAN BE. >> ALL BECAUSE THEY COULDN'T READ.

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We began by dispelling myths and raising awareness with teachers. More than 50 teachers participated in our online course: "Dyslexia 101"

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TOUCH this image to discover its story. Image tagging powered by ThingLink

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Chronicle Decoding Dyslexia: Why Doesn't Massachusetts Screen at an Early Age?

Screening for dyslexia at an early age is important, but cost is an obstacle; a parent's battle for her son.

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WEBVTT >> EXPERTS SAY DIAGNOSING DYSLEXIA AT AN EARLY AGE IS THE KEY IT. >> THEY SA THE PHILOSOPHY THEY SAY IS FAILING THE CHILDREN. >> DYSLEXIA IS A LEARNING DISABILITY THAT CAN ACTUALLY BE DETECTED IN THE BRAIN THROUGH M. I. TECHNOLOGY. >> IF YOU COMPARE CHILDREN WITH THE DIAGNOSIS TO CHILDREN WITHOUT THE DIAGNOSIS, THERE ARE SOME KEY AREAS ESPECIALLY IN THE LEFT HEMISPHERE OF THE BRAIN THAT ARE DIFFERENT IN CHILDREN WITH DYSLEXIA. >> HOWEVER M.R.I.'S AREN'T NECESSARY. SHE TEAMED UP WITH HARVARD AND M.I.T. TO DO THE READ STUDY, A FIVE-YEAR STUDY SCREENING THOUSANDS OF CHILDREN THROUGHOUT NEW ENGLAND. >> WE WENT INTO THE SCHOOL WITHIN THE FIRST SIX WEEKS OF KINDERGARTEN. WE SCREENED THEM ON A ONE-ON-ONE SCREENING WITHIN 30 MINUTES. BASED ON THAT SCREAMING, WE COULD DETERMINE WHO IS AT THE BEHAVIORAL RISK FOR A READING DISABLE. >> IF A CHILD WAS FOUND TO BE AT RISK, GOB TRACKED THEIR READING DEVELOPMENT AND LOOKED AT THEIR BRAIN WITH AN M.R.I. >> CERTAIN IMPORTANT PARTS OF THE BRAIN ARE BASICALLY A HIGHWAY THAT CONNECT TWO PORT CALORIE JOHNS, SHOWS LESS INTEGRITY. IF YOU HAVE POOR READING SKILLS. IN THE CASE OF DYSLEXIA, YOU SEE THAT THIS HIGHWAY IS NOT AS DEVELOPED. >> THE DOCTOR SAYS SIMPLE SCREENING DONE EARLY IN KINTER GARTEN ACCURATELY PREDICTS WHO WILL STRUGGLE WITH READING. >> I THINK IT'S ESSENTIAL THAT SKIDS ARE SCREENED EARLY BECAUSE THEY'RE NOT TESTED UNTIL THE END OF SECOND, THE BEGINNING OF THIRD GRADE. WHICH WE CALL A PARADOX. IF YOU DIAGNOSE UNTIL THIRD GRADE. BUT EARLY INTERVENTION WORKS BEST IN KINDERGARTEN OR FIRST GRADE. >> MASSACHUSETTS PUBLIC SCHOOLS ASSESS CHILDREN FOR KINDERGARTEN READINESS, SO WHY NOT SCREEN FOR READING? A STATEMENT THE DIDN'T OF EDUCATION TOLD US SCREENING IS DONE ON STUDENTS STRUGGLING IN THE CLASSROOM. BUT SINCE DYSLEXIA IS SUCH A LOW SENSE OF DISABILITY SCREENING EVERY YOUNG CHILDREN WOULD BE AN UNNECESSARY USE OF RESOURCES. BUT GOB USES M.R.I.'S SHOW THAT EARLY DETENTION AND INTERVENTION ARE ESSENTIAL. >> IF YOU LOOK AT BEFORE AND AFTER, YOU CAN SEE THAT THE BRAIN CHARACTERISTICSES OF THE AREA OF DYSLEXIC CAN BE REMEDIATED AFTER A REMEDIATION PROGRAM. >> YES. OUR SCHOOLS STILL HAVE A WAIT TO FAIL APPROACH. THIS IS FRADING FOR THE DOCTOR SINCE MANY SCHOOLS DID NOT WELCOME THE READ STUDY >> WE HAD A LOT OF SCHOOLS WHO HADE, NO, NO, NO, WE DON'T WANT YOU ANYWHERE CLOSE US TO. WE SAID WHY? >> THEY SAID IF M.I.T. AND HARVARD IDENTIFIES CHILDREN AT RISK IN KINDERGARTEN, WE HAVE NO RESOURCES. THE PARENTS WILL BE REALLY MAD AT US. AND THERE'S NOTHING WE CAN DO ABOUT. . WE LET THEM FAIL. THEN WE HAVE THE RESOURCES TO DO SOMETHING ABOUT IT. >> THAT DIDN'T WORK FOR 16-YEAR-OLD ZAC METSAKIS WHO STRUGGLED IN SCHOOLS BECAUSE OF HIS DYSLEXIA. >> I FELT LIKE IT MIGHT TAKE LOCKER. BUT OVERTIME, I STILL WASN'T CATCHING UMENT >> HIS MOTHER NICO CARRIES A BINDER. TRYING TO GET APPROPRIATE SERVICES FOR THEIR SUN. >> NO PARENT SHOULD LOBBY THIS HARD. READING IS THE FOUNDATION EVERYTHING A CHILD WILL DO IN LIFE. AND IF YOU DON'T HAVE THAT FOUNDATION, YOU'RE ALWAYS GOING TO HIT ROAD BLOCKS AND YOU'RE ALWAYS GOING TO FEEL BAD. AND THERE'S NO REASON WHY THESE KIDS CAN'T LEARN TO READ. >> WELL, THE DOCTOR IS STUDYING INFANTS AS YOUNG AS FOUR TO 12 MONTHSEE OLD. EVEN IF THAT POPULATION. THEY'RE SEEING THIS MARKER FOR DYSLEXIA. THE CHARACTERISTICSS WITH DYSLEXIA. AND YOU WANT TO INTERVENE AS SOON AS POFPBLET THEY ALSO SAY THAT CHILDREN DYSLEXICS HAVE ABOUT A 50% CHANCE OF HAVING DYSLEXIA THEMSELVES. >> IN'S A HEREDITARY COME POE, A BIOLOGICAL COMPONENT. TH QUICKER THE DIAGNOSIS THE BETTER. >> WHAT DID THE SCHOOL TELL HER MOTHER >> WE SHOULDN'T LOWER OUR

Chronicle Decoding Dyslexia: Why Doesn't Massachusetts Screen at an Early Age?

Screening for dyslexia at an early age is important, but cost is an obstacle; a parent's battle for her son.

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Chronicle Decoding Dyslexia: Why Doesn't Massachusetts Screen at an Early Age?

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Chronicle Decoding Dyslexia: Why Doesn't Massachusetts Screen at an Early Age? Screening for dyslexia at an early age is important, but cost is an obstacle; a parent's battle for her son. Hide Transcript Show Transcript WEBVTT >> EXPERTS SAY DIAGNOSING DYSLEXIA AT AN EARLY AGE IS THE KEY IT.

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Chronicle Decoding Dyslexia: Parents Take Their Cause to the State House

Julia Duggan's parents never lowered their expectations because of her dyslexia; the lobbying group Decoding Dyslexia works with legislators to craft bills.

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WEBVTT >> AS CO-FOUNDER OF DECODING DYSLEXIA, NANCY LOBBIES LEGISLATORS FOR SUPPORT. >> HER INSPIRATION, HER DAUGHTER. >> NANCY DUGGAN DAUGHTER'S JULIA LOVES THE BOOK "FROG AND TOA OUR FRIENDS." ALTHOUGH SHE MEMORIZED EVERY WORD IN THE BOOK, SHE COULDN'T READ. ARE -- I REMEMBER THE EVALUATOR SAY THAT SHE HAD A VERY HIGH I.Q. BUT THAT SHE WAS COMPLETELY ILLITERATE. >> SHOCKED, NAANEE FOUND OUT ALL SHE COULD ABOUT DYSLEXIA. SHE SENT HER TO PRIVATE SCHOOL. >> PUBLIC SCHOOL SAID THAT DYSLEXIA DIDN'T EXIST. THEY SAID THAT EVEN THOUGH HER SCORE WAS EXCEPTIONALLY HIGH WE SHOULD LOWER OUR EXPECTATIONS BECAUSE SHE MIGHT NEVER LEARN TO READ >> JULIA DID LEARN TO READ. MORE THAN THAT, SHE BECAME AN EXCELLENT STUDENT. >> SHE'S AN ITALI MINOR. SHE'S GRADUATING FROM HARVARD. AND SHE'S A SEMIFINALIST. SO I'M REALLY GLAD WE DIDN'T LOWER OUR EXPECTATIONS BECAUSE IF YOU WOULD HAVE TOLD ME IN FOURTH GRADE AND THEY TOLD ME SHE COULDN'T READ, WE SHOULD HAVE LOWERED OUR EXPECTATIONS, THAT WOULD HAVE HAPPENED. I'M NOT SURE I WOULD HAVEN'T BELIEVED IT. >> KNOWING SHE WAS FORTUNATE TO HAVE RESOURCES AND TIME TO HELP HER OWN DAUGHTER, NANCY DECIDED TO HELP OTHERS. SHE BECAME A SCHOOL COUNSELOR AND STARTED A MASSACHUSETTS CHAPTER OF DECODING DISLEX YAFMENT >> WE'RE A COALITION O INDEPENDENT CRAFTWORK GROUPS. A LOT OF PROFESSIONALS ARE INVOLVED. THERE IS ONE IN ALL 50 STATES. >> SHE HAS TRAVELED TO WASHINGTON, D.C. TO LOBBY. THEIR MISSION, LOBBYING FOR DYSLEXIA LEGISLATION IN MASSACHUSETTS. REPRESENTATIVE ALI PISH AND BARBARA LATALIAN HAVE EACH FILED DYSLEXIA BILLS. >> MY LEGISLATION WOULD REQUIRE THAT WE SCREEN AT KINDERGARTEN AGE. I'M JUST HOPEFUL THAT WE CAN BEGIN A CONVERSATION BECAUSE I'VE SEEN THE NET RESULT CHILDREN THAT FALL FARTHER AND FARTHER BEHIND WITH EACH PASSING YEAR. >> MY UNDERSTANDING IS THAT THE INTERVENTION IF DONE EARLY ARE RELATIVELY LOW COST IN COMPARISON TO COST THAT ARE SOMETIMESE INOCCURRED FURTHER DOWN -- INCURRED FURTHER DOWN THE YEAR. >> ONE OF THE THINGS THAT WE NEED TO GET A BETTER HANDLE ON STATEWIDE IS WHAT ARE THE TEACHING METHODS THAT ARE EFFECTIVE? I'VE HEARD FROM PEOPLE IN THE DISTRICT WHO HAVE HAD TO GO OUT OF DISTRICT EITHER FOR AN OUT OF DISTRICT PLACEMENT OR TUDORING. WHAT IS IT THAT THEY'RE DOING THAT'S DIFFERENT? AND WHY CAN'T WE EMBED THOSE IN THE PUBLIC SCHOOL SYSTEM TO SERVE EVERYBODY? >> BUT THERE ARE NO QUICK FIXES SHE WARNS. >> IN OUR DECISION TO ADDRESS WHAT IS CLEARLY A SITUATION THAT NEEDS ATTENTION, WE SOMETIMES MOVE VERY QUICKLY AND THINK THAT IF WE JUST CHANGE THE LAW, THE PROBLEM WILL BE SOLVED. AND TOO OFTEN I'VE SEEN THE LAW CHANGE AND AT THE SCHOOL LEVEL, NOTHING CHANGES. SO WE WANT TO MAKE SURE THAT WE DO SOMETHING RIGHT. >> THE BILLS HAVE STRONG SUPPORT IN THE HOUSE AND SENATE. PERHAPS NO BIGGER SUPPORTER THAT REPRESENTATIVE COREY ATKINS OF CONCORD WHOSE TWO SONS HAVE DYSLEXIA. >> SAY YOU DON'T CARE ABOUT KIDS. NOT IN YOUR BABBED WIDTH. YOU DON'T HAVE IT OR ANYTHING ELSE. THE MONEY WE PUT IN HERE SAVES US MILLIONS. THEY'LL GRADUATE FROM HIGH SCHOOL. THEY'LL GO ON FOR FURTHER TRAINING IN SOMETHING. THEY WILL OWN A HOUSE. THEY WILL NOT GO TO JAIL. IT'S JUST ALL GOOD PUBLIC POLICY STUFF. >> NANCY DUGGAN HAS MADE THIS HER LIFE'S WORK. HOW WOULD SHE FEEL IF THIS PASSS? >> IT WOULD BE A GREAT RELIEF KNOWING THAT OUR HARD-WORKING TEACHERS, FAMILIES HAVE THE RIGHT INFORMATION NOW TO HELP THESE KIDS. YEAH THAT WOULD MAKE ME VERY HAPPY. I DON'T KNOW WHAT I'LL DO WITH MYSELF. BUT I'M SURE I CAN FIND SOMETHING. [LAUGHTER] >> LEGISLATION WE'VE BEEN TALKING ABOUT IS CURRENTLY IN THE EDUCATION COMMITTEE. THEY DECIDED TO EXTEND IT. THAT GIVES THEM UNTIL JUNE 3RD TO DECIDE WHETHER IT CONTINUES. OBVIOUSLY PARENTS AND ADVOCATES VERY HOPEFUL THAT SOME FORM OF THIS BECOMES STATE LAW BEFORE

Chronicle Decoding Dyslexia: Parents Take Their Cause to the State House

Julia Duggan's parents never lowered their expectations because of her dyslexia; the lobbying group Decoding Dyslexia works with legislators to craft bills.

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Chronicle Decoding Dyslexia: Parents Take Their Cause to the State House

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Chronicle Decoding Dyslexia: Parents Take Their Cause to the State House Julia Duggan's parents never lowered their expectations because of her dyslexia; the lobbying group Decoding Dyslexia works with legislators to craft bills. Hide Transcript Show Transcript WEBVTT >> AS CO-FOUNDER OF DECODING DYSLEXIA, NANCY LOBBIES LEGISLATORS FOR SUPPORT.

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General education, ELA Coordinators, Reading Specialists, Special Educators, and Title One all join forces. Funding sources from grants and several department budgets are combined to fund the project.

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We started screening all K-5 students with the DIBELS.

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We started screening our preschool students with the new PELI

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PELI (Pre-K) : Dynamic Measurement Group

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PELI is a preschool literacy assessment for 3- to 5-year-olds that measures alphabet knowledge, vocabulary and oral language, phonemic awareness, and listening comprehension.

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Working with Tufts, we developed a follow-up assessment so we can tell what type of targeted intervention each child needs. Please contact us if you use our protocol.

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We developed a diagnostic protocol so all referrals are processed with a consistent and comprehensive evaluation. Please contact us if you use our protocol.

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We added the NWEA MAP because we needed an assessment that would give us a native LEXILE so we could determine students' reading levels and match our readers to appropriate books.

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Lexile Informational Video: An Overview of The Lexile Framework for Reading

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You can use the book leveler to find books within any Lexile range. You can also generate high-interest books lists for your readers!

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Warning: It looks like JavaScript is currently disabled. Please be aware that some features of this website will not work as intended.

Skip to main content

Educators can easily build custom reading lists for students using the free " Find a Book " tool. You can choose books based on subject and student reading ability, and then locate your book at the library or in a bookstore.

How to Use "Find a Book"

1. Go to fab.Lexile.com.

2. Enter the student's Lexile measure. If you don't know a student's Lexile measure, you can search for books based on their comfort with grade-level materials.

3. Select the student's interest categories.

4. View and refine the search results. As you browse books, click the "Find This Book" button next to the book title to check for availability at the local public library.

5. Add books to the student's reading list. You can print the custom list or email it to other teachers or the student's parents.

Other Tips for Using "Find a Book"

Choosing Books Above or Below a Student's Lexile Range

Generally, choosing books within a student's Lexile range is best. This way, students advance their literacy skills without getting frustrated. However, there are times when you might want to choose books below or above a child's reported Lexile reader measure.

Choosing materials with a higher Lexile text measure for advanced and enthusiastic readers can challenge them with a hard but interesting book.

Choosing materials with a lower Lexile text measure can allow struggling and reluctant readers to build confidence and skills with less challenging books on their topics of choice.

If a Student Doesn't Have a Lexile Reader Measure

You can still build reading lists for students without knowing their reported Lexile reader measure from a test. "Find a Book" can estimate a student's starting Lexile range based on the student's grade and comfort with the reading materials at that grade level. Then, based on the book search results, you can help students further refine their book search results to select titles that best support successful reading.

Age-Appropriate Content: Lexile Codes

The Lexile measure (text complexity) of a book is an excellent starting point for a student's book selection. It's important, though, to understand that the book's Lexile measure should not be the only factor in a student's book selection process. A Lexile measure is a quantitative measure of text complexity only. Lexile measures do not consider factors such as age-appropriateness, interest and prior knowledge. These are also key factors when matching children and adolescents with books they might like and are able to read. Some books also have a two-letter designation that appears before a Lexile measure (for example, AD580L) called a Lexile Code. Lexile codes provide more information about developmental appropriateness, reading difficulty and common or intended usage of books. Learn more about Lexile Codes.

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Build Reading Lists with "Find a Book" - Lexile

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Educators can easily build custom reading lists for students using the free "Find a Book" tool. You can choose books...

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Gaab Laboratory | Research + Innovation | Boston Children's Hospital

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Welcome to the Gaab Lab! As part of Boston Children's Hospital's Laboratories of Cognitive Neuroscience, our research focuses on children

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center for reading and language research

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eliot-pearson department of child study and human development

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Tufts University Center for Reading and Language Research:

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The Center for Reading and Language Research was established in 1994 by Dr. Maryanne Wolf in the Eliot-Pearson Department of Child Study and Human Development. We are a multi-disciplinary group of researchers dedicated to conducting high quality research on all aspects of reading development. - -

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Landmark Outreach: Professional Development for Teachers

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Landmark provides teachers professional development courses, school consultations & other programs to empower students with SLDs as dyslexia

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Carroll School is a dynamic independent day school for elementary and middle school students in grades 1-9 who have been diagnosed with specific learning difficulties in reading and writing, such as dyslexia.

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MGH Institute of Health Professions - Massachusetts General Hospital, Boston, MA

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The MGH Institute of Health Professions, an independent affiliate of Massachusetts General Hospital, offers entry-level and post-professional graduate programs in clinical investigation, communication sciences and disorders, medical imaging, nursing and physical therapy.

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The HILL is so proud to be a partner in the Connecticut K-3 Literacy Initiative where schools are already seeing tremendous growth in literacy results! Read on to hear the latest news about the initiative.

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HILL for Literacy | Teaching All Children to Read

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The HILL is so proud to be a partner in the Connecticut K-3 Literacy Initiative where schools are already seeing tremendous growth in literacy results! Read on to hear the latest news about the initiative.

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One to One Tutoring & Assessments

Commonwealth Learning Center (CLC) provides 1 to 1 individualized instruction. We specialize in assisting students with learning challenges such as dyslexia, ADHD, language-based learning disabilities, non-verbal learning disabilities, and executive function difficulties. We also offer educational, psychological, and speech and language assessments.

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Commonwealth Learning Center, Professional Training Institute, & Commonwealth Learning Online Institute - Commonwealth Learning Center

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Commonwealth Learning Center (CLC) provides 1 to 1 individualized instruction. We specialize in assisting students with learning challenges such as dyslexia, ADHD, language-based learning disabilities, non-verbal learning disabilities, and executive function difficulties. We also offer educational, psychological, and speech and language assessments.

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Tutoring, Diagnostic & Professional Learning Center | LTR Tutoring Associates

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LTR Tutoring Associates serve Central NH as a Literacy Resource. We believe that early intervention and the use of research-based methods are in the best interest of struggling readers of any age. We strive to make available highly trained and experienced educators to provide quality instruction with fidelity and integrity.

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Comprehensive Assistive Technology and AAC (Augmentative Communication) assessments to determine which technologies would improve a student or individual's performance, participation, communication and independence. Access to Language, Literacy and Learning to meet competencies, standards and goals.

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Comprehensive Assistive Technology and AAC (Augmentative Communication) assessments to determine which technologies would improve a student or individual's performance, participation, communication and independence. Access to Language, Literacy and Learning to meet competencies, standards and goals.

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We are 30 strong at the Dyslexia Foundation conference at Harvard Medical School.

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Since the School was established in 1782, faculty members have improved human health by innovating in their roles as physicians, mentors and scholars.

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This year we attended with several secondary teachers and administrators.

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Experts testify in Washington

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Understanding Dyslexia: The Intersection of Scientific Research & Education | The U.S. Senate Committee on Health, Education, Labor & Pensions

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The U.S. Senate Committee on Health, Education, Labor & Pensions

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READER’S WORKSHOP

A “one size fits all” curriculum approach does not meet the needs of all students at any moment in time. Reading Workshop offers methods designed to emphasize the practices and skills of comprehension for all students. Teachers show students how to draw upon a repertoire of strategies that proficient readers use to make meaning of text. With the workshop model, teachers can tailor instruction to meet the individualized needs of the students. The approach offers students the power of choice and voice, and invites children to develop a love of reading.

Engaging classroom libraries are at the heart of every classroom.  One overarching goal is to teach students how to choose books that they can actually read. Through an emphasis on reading high volumes of engaging texts coupled with high comprehension and high interest, students evolve into real readers.

A second goal is to empower students with metacognitive strategies so they can successfully access texts. The predictable structures of the workshop allow teachers to be responsive and adapt their reading instruction as needed.  The teacher studies student data and plans instruction that builds on the child’s strengths and needs.

Each day, the teacher launches the workshop with a whole group 10 minute minilesson. Through explicit modeling she uses a mentor text to demonstrate how to think and make meaning, or she may think through the text together with students demonstrating the practices and habits of reading. The bulk of the workshop is spent during middle part of the block-- the 30-40 minutes where the teacher is providing multiple opportunities to personalize instruction. Through a variety of methods, whether one-on-one conferring, delivering flexible groups for strategy instruction, or through homogeneous guided reading groups, the teacher customizes instruction to meet the unique needs of the learner.

At the end of the workshop, the teacher reconvenes the class for a 10 minute wrap-up or Share segment of the block. Students may reflect on their learning and set goals, share their learning and inspire others with their deep thinking, or the teacher may use the time to squeeze in one more technique or strategy.

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Go to the Knowledge and Practice Standards for Teachers of Reading from the International Dyslexia Association

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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.

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Knowledge and Practice Standards for Teachers of Reading - International Dyslexia Association

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Observe a Lindamood Phoneme Sequencing evaluation. So far, we have trained 55 of our teachers as LiPS experts.

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We have 48 Wilson teachers after one year of training!

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Home - Wilson Language Training Corporation

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Reading and Spelling Programs Grounded in the Science of Reading, Suitable for all Ages For 35 Years, Experts in Foundational Literacy Skills and Intensive Intervention for Students with Dyslexia Wilson® is a pioneer and leader in championing the science of reading and empowering educators across the country to pursue "Literacy for All."

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Our elementary department head with her Wilson owl

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We have more than 25 O-G teachers after three years of training!

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Academy of Orton-Gillingham Practitioners and Educators

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Orton-Gillingham Academy or OGA offers training, certification, accreditation, resources for dyslexia and dyslexic students.

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We have two Story Grammar Marker trainers in-house. So far, they have trained 75 teachers.

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Story Grammar Marker® is a manipulative tool for narrative development that has several complementary resources supporting this methodology that help students in grades two through six develop reading, writing and speaking skills vital for academic and social success.

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Story Grammar Marker® is a manipulative tool for narrative development and has many complementary resources supporting MindWing's approach to help students in grades two through six develop reading, writing, and speaking skills vital for academic and social success.

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Rolling out FYT to all teachers grades 1-3-- 49 teachers so far!

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We will train 60 teachers between May 2018 and October 2018

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Our own high school department head literally "wrote the book" for Landmark. We use their key writing strategies for older children.

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How did we shut down substantially separate content classes? Why, TextHelp of course!

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Our vision

We want to see a world where difference, disability or language are no longer barriers.

A world where accessibility doesn't get in the way of everybody leading more satisfying, fulfilling lives...and a world where nobody's held back by age, language, difference or disability.

Learn how we help

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Literacy, Accessibility & Dyslexia Software | Texthelp

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We want to see a world where difference, disability or language are no longer barriers. A world where accessibility doesn't get in the way of everybody leading more satisfying, fulfilling lives...and a world where nobody's held back by age, language, difference or disability. Learn how we help

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We added blended learning with Lexia Core 5. Now all of our elementary students have just-in-time structured practice with phonemic awareness, decoding, and fluency.

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Literacy Acceleration for Students in Grades Pre-K–5

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Language! Live pilot

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LANGUAGE!® Live offers more for struggling readers than any other product. Proven foundational and advanced reading intervention. Peer-to-peer instruction. Literacy brain science. A captivating modern, digital platform for grades 5-12. All in one affordable solution. More is possible.

What is LANGUAGE! Live?

LANGUAGE! Live is a comprehensive literacy strategies solution that combines foundational and advanced learning skills with digital and teacher-led reading intervention to significantly improve literacy skills. Teachers love the blended solution and students have shown substantial growth with our reading intervention program.

LANGUAGE! Live responds to and embodies research about struggling adolescent readers, effective instruction, reading intervention, and the most advantageous use of computer-assisted learning.

Research Foundation LANGUAGE! Live 2015-2016 Results

Take the Tour Today

See how LANGUAGE! Live is a comprehensive blended learning solution for struggling readers that inspires a new level of confidence and drive to help students become proficient readers.

Take the tour and see how this proven reading intervention program uses leveling to meet students where they are and gets them where they need to be.

Explore LANGUAGE! Live

Why LANGUAGE! Live?

Struggling readers excel to close the gap faster than with any other literacy product.

Uses innovative technology to strengthen phonemic awareness.

Leverages teacher guidance for language arts curriculum.

Merges leading-edge research and data-driven assessment in a unique, motivational, classroom-tested approach.

Provides the flexibility to implement in any classroom.

ESSA evidence level: Demonstrates a Rationale

PROGRAM OVERVIEW PDF

I am more than what you see.

The #IAmMore movement is an opportunity for you and your students to have a voice and share their untapped potential. Get involved by sharing what inspires you and makes you MORE. Join the movement by posting or tweeting a photo or video on social media with #IAmMore.

WHO BENEFITS FROM
LANGUAGE! Live?

LANGUAGE! Live is a highly effective reading intervention program for struggling readers and writers in grades 5-12. Effective reading strategies have been useful for English language learners, special needs students, students with language deficits and specific reading difficulties, and general education populations.

FEATURES

LANGUAGE! Live offers more features in one comprehensive solution-without restrictive purchasing options, hosting fees, or costly add-ons.

Blended online/teacher model

Data-driven teacher resources

Personalized and self-paced online instruction

Research based, latest research

Comprehensive language arts curriculum

Easy implementation

Teacher support, training, and professional development provided

Teaches balanced literacy

Quickly moves students to more advanced skills through leveling

Robust language development/grammar strands

Affordable, straightforward pricing

High-interest and age-appropriate content

One portion of the program is face-to-face, teacher-led instruction; the other portion is technology-based, independent learning. And it's not simply up-to-date classroom technology, but the next generation of technology-students use the same technology in LANGUAGE! Live that they use every day.

How LANGUAGE! Live Aligns with Your State

Learn more about LANGUAGE! Live. Find state-specific correlation guides, research reports, white papers, successful case studies, webinars, and other materials.

View Correlations View All Resources

You May Also Be Interested In:

LETRS® is for educators striving to raise literacy achievement for all learners in grades K-12.

LANGUAGE!® Fourth Edition is an intensive, comprehensive literacy curriculum for students in grades 4-12 who are substantially below grade level expectations.

Step Up to Writing® Fourth Edition is unparalleled writing instruction designed for learners of all levels and types in grades K-12

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LANGUAGE! Live - Literacy Intervention Program for Grades 5-12 | Voyager Sopris Learning

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LANGUAGE! ® Live offers more for struggling readers than any other product. Proven foundational and advanced reading intervention. Peer-to-peer instruction. Literacy brain science. A captivating modern, digital platform for grades 5-12. All in one affordable solution. More is possible. LANGUAGE!

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All Andover Kindergarten teachers have been trained in instructional methodologies for phonemic awareness. Teachers design hands-on activities using the Phonemic Awareness in Young Children program guide by Adams. Teachers also use the Just Right Phonemic Awareness program, which is based on the skills outlined in the Adams guide. The instructional progression is consistent with development:

Andover students work with the Fundations program in grades K-2. Fundations is a systematic, multi-sensory decoding, encoding (spelling) and handwriting program designed by Wilson Language Systems. Fundations uses an integrated approach to develop letter formation and writing skills simultaneously as students learn sound-symbol correspondences. Fundations is a supplemental program designed to be used alongside a core reading curriculum.

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Once we reviewed the data, we developed a multi-component action plan. Read about our situation in School Administrator Magazine.

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Dear Teacher: Heartfelt Advice for Teachers from Students

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On Twitter

#Dyslexia. It just might not be what you think it is. Get the facts #overcomingdyslexia. Tweet this

What are the signs of #Dyslexia? Check out this checklist #overcomingdyslexia. Tweet this

1 in 5 people are #dyslexic. You're not alone. Learn the signs#overcomingdyslexia. Tweet this

READ: 10 Things Parents Need to Know to Help a Struggling Reader. From @DyslexiaYale: #overcomingdyslexia. Tweet this

DYK? #Dyslexia has nothing to do with intelligence. Get the facts from @DyslexiaYale:#overcomingdyslexia. Tweet this

Great guide to talking about #dyslexia; what it is & isn't. From @DyslexiaYale: #overcomingdyslexia. Tweet this

Some very accomplished people have #Dyslexia. Read about them here: #overcomingdyslexia. Tweet this

Learn why it's important to say "#Dyslexia." From @DyslexiaYale: #overcomingdyslexia. Tweet this

Dyslexia is a #civilrights issue. Teachers, you can help level the playing field. #overcomingdyslexia. Tweet this

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Dyslexia didn't stop @TheDavidBoies from arguing before @SCOTUS.#overcomingdyslexia. Share on Twitter

#Dyslexia never stopped former US Sen Carole Moseley Braun. #overcomingdyslexia Tweet this image

@Meryl_Davis credits #Dyslexia w helping her achieve Olympic Gold. #overcomingdyslexia
Tweet this image

#Caldecott award-winner illustrator Jerry Pinkney credits #Dyslexia for success. #overcomingdyslexia Tweet this image

Author John Irving wishes he had a name for his learning struggles when he was young. #overcomingdyslexia Tweet this image

Jay Leno credits dyslexia with helping him develop a unique comedic voice. #overcomingdyslexia Tweet this image

A dyslexic success story himself, Henry Winkler has inspired dyslexic kids w/ his book series. #overcomingdyslexia Tweet this image

On Facebook

How much do you know about dyslexia? Check out this definitive guide to what dyslexia is and what it isn't. Share on Facebook

Do you have a struggling reader in your life? Know someone who does? Learn the signs of dyslexia with this handy checklist. Share on Facebook

Dyslexia is more prevalent than you may think. Research shows 1 in 5 people are dyslexic. Teachers can play a large role in leveling the playing field for dyslexic students and closing the reading achievement gap. Share on Facebook

This excellent guide provides great tips to parents on how to best prepare their children to deal with their dyslexia by inspiring confidence. Share on Facebook

So you're dyslexic. Did you know that the most intelligent people can also be dyslexic? That's why dyslexia is defined as an unexpected difficulty in reading in relation to a person's higher level of intelligence. Get all the facts to help you overcome dyslexia - and show the world what you're capable of achieving. Share on Facebook

Our guide to talking about #dyslexia can help you explain the often misunderstood nature of dyslexia and advocate for policies that help dyslexic children and adults succeed. Share on Facebook

Dyslexia doesn't have to hold you back. Read these inspiring stories of some very accomplished people who are dyslexic. Share on Facebook

Dyslexia didn't stop world-renowned lawyer David Boies from arguing for marriage equality before the Supreme Court. In fact, he is a poster child for why dyslexia has nothing to do with intelligence. Share on Facebook

Dyslexia didn't prevent Carol Moseley Braun from having an illustrious career as a U.S. Senator, ambassador and entrepreneur. If anything, it helped! Share on Facebook

Ice dancer Meryl Davis credits dyslexia with helping her set & achieve her goals - putting her on a path toward Olympic Gold. Share on Facebook

Caldecott-winning children's book illustrator Jerry Pinkney says dyslexia made him the achiever he is today. For Pinkney, dyslexia is a gift. Share on Facebook

Best-selling author John Irving wishes he had known that dyslexia was the source of his learning struggles when he was growing up, but he believes his dyslexia gave him the tenacity to succeed. Share on Facebook

Jay Leno didn't let his dyslexia defeat him. Instead, he credits dyslexia with helping him develop a unique comedic voice. Share on Facebook

Growing up with dyslexia was difficult for Golden Globe-winning actor Henry Winkler, so he has worked to become a role model for dyslexic children - even publishing his own children's book series about the adventures of a dyslexic student. Share on Facebook

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Social Media Awareness Campaign - Yale Dyslexia

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Dyslexia. It just might not be what you think it is. Get the facts #overcomingdyslexia. Tweet this What are the signs of #Dyslexia? Check out this checklist #overcomingdyslexia. Tweet this 1 in 5 people are #dyslexic. You're not alone. Learn the signs#overcomingdyslexia. Tweet this READ: 10 Things Parents Need to Know to Help a Struggling Reader.

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@GoodCognitions

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We applied for a competitive resource reallocation grant. Now we have the funds to train 50 of our Instructional Assistants to be skilled reading tutors.

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Reading Rockets has shared a clear outline of the difference between structured literacy and typical reading approaches such as balanced literacy. This article is a wonderful road map to the approach that works best for both struggling readers and children with dyslexia.

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AEM Center - National Center on Accessible Educational Materials at CAST

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The National Center on Accessible Educational Materials for Learning at CAST provides technical assistance, coaching, and resources to increase the availability and use of accessible educational materials and technologies for learners with disabilities across the lifespan.

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The AEM Navigator is an interactive tool that facilitates the process of decision-making around specialized formats of print instructional materials for an individual student. The four major decision points in the process include 1) determination of need, 2) selection of format(s), 3) acquisition of format(s), and 4) selection of supports for use. The AEM Navigator also includes a robust set of guiding questions and useful references and resources specifically related to each decision point. Different scaffolds of support are built in so that teams can access information at the level needed to assist them in making informed, accurate decisions.

Printed materials written and published for use in elementary and secondary school instruction, required by a SEA or LEA for use by students in classroom.
View in glossary
The AEM Navigator is NOT a screening or diagnostic tool that results in a prescriptive report. Rather, it is a process facilitator that guides the work of a collaborative team as they work through the AEM-related needs of individual students.

As a team works through the AEM Navigator, a step-by-step series of decision options from which to select are presented and text boxes in which information, evidence, and rationales upon which decisions are based can be entered. All decisions and supporting information is saved to a Student Summary that can be edited, saved, and printed. The AEM Navigator also includes an optional, running to-do List where team members can record responsibilities that need to be accomplished to ensure that what is needed is available to the student when needed.

Who is it for?

The AEM Navigator is designed to be used by IEP teams and other collaborative teams that include students, family, and pertinent school personnel.

Written plan individually developed for students identified as having a disability under IDEA.
View in glossary
How does it work?

The AEM Navigator is a server-side application that requires connection to the Internet. There are two ways the AEM Navigator can be used.

Use Navigator with an email address associated with a student account
This option enables teams to work through the process, save, print all data, and retrieve all data at a later time. When this option is used, both student summaries and to-do lists are saved for later reference. All data is saved to a server and can be accessed at any time through a link sent to the associated email address. A team can re-enter the Navigator at any time to retrieve saved information, continue through the process, or edit a Student Summary and/or To Do List.

Use Navigator without an email address associated with a student account
This option enables teams to work through the process and collect all data to create a student summary and to-do list. A Student Summary and/or To Do List can be saved to a local computer or printed; however, when the browser is closed, information is not saved and cannot be retrieved.

AEM Navigator Accessibility

The AEM Navigator is designed to be fully accessible to people using a variety of assistive technologies. Elements on each of the AEM Navigator screens are accessible to screen readers.

Print Version

The print version of the AEM Navigator can be downloaded and then used as alternative to the online version when Internet connectivity is not available. It contains all of the information and resources in the online AEM Navigator including guiding questions, frequenty asked questions, resources, and references. Appendices include a worksheet and to-do list that can be used to document decisions as the team proceeds through the process. The worksheet and to-do list are also provided as separate documents for ease of printing.

Equipment or system where principal function is creation, conversion, duplication, control, display, interchange, transmission, reception, or broadcast of data.
View in glossary

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The AEM Navigator is an interactive tool that facilitates the process of decision-making around specialized formats of print instructional materials for an individual student. The four major decision points in the process include 1) determination of need, 2) selection of format(s), 3) acquisition of format(s), and 4) selection of supports for use.

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The AEM Explorer is a free simulation that combines grade-leveled digital text with access features common to most text readers and other supported reading software. Magnification, custom text and background colors, text-to-speech (synthetic and human), text highlighting, and layout options are presented in a logical sequence to help struggling readers decide which of these supports might help them to access and understand text.
View in glossary
Who is it For?

The AEM Explorer is designed to be used by a reader working collaboratively with an educator, tutor, parent, or assistive technology specialist as a guide. The guide may create a student account in order to re-assess reader preferences at a later time, or lead the reader on an exploration without creating an account. In both cases a reader summary profile will be created at the end of the exploration, but student preferences will only be saved if an account is created. Alternatively, a reader could initiate an exploration independently.
View in glossary
How Does it Work?

The AEM Explorer combines server-side account creation and maintenance with a downloadable application that can be used with or without an Internet connection. It takes approximately 20-30 minutes to complete an exploration. The application download is large-approximately 50 MB.

AEM Explorer Accessibility

The AEM Explorer is designed for readers with low vision, physical challenges, and learning and attentional difficulties who may benefit from enlarged, spoken, highlighted, or re-formatted text. It does not address Braille use, and the Explorer assumes that the guide using the application has vision. Navigation elements on each of the AEM Explorer pages support keyboard navigation, but grade level text presented for reader use is not selectable; therefore, a guide using a screenreader must use the application controls to have sample text read aloud.

A note about screenreader access: the AEM Explorer is built using Adobe AIR and includes support for screenreader software (JAWS, etc.).

AEM Explorer Installation

The AEM Explorer has a two-part installation for both PC and Macintosh. To run AEM Explorer, download and install the Adobe AIR 2 Runtime first and then download and install AEM Explorer. If the software is not installed in this exact order, then AEM Explorer will not run properly.

System Requirements

The AEM Explorer is designed to be used on screens no smaller than 15" diagonal (4:3 aspect ratio) set at 1024 x 768. On a smaller screen, the AEM Explorer display will appear clipped. Press the ESC key while Explorer is open and running to enable scroll bars to navigate the display on smaller screens.

Windows:

2.33GHz or faster x86-compatible processor, or Intel Atom TM 1.6GHz or faster processor for netbook class devices

Microsoft® Windows® XP, Windows Server 2008, Windows Vista® Home Premium, Business, Ultimate, or Enterprise (including 64 bit editions) with Service Pack 2, Windows 7, or Windows 8 Classic

512MB of RAM (1GB recommended)

Macs:

Intel® Core TM Duo 1.83GHz or faster processor

Mac OS X v10.6, and above

512MB of RAM (1GB recommended)

Steps for downloading and installing Adobe AIR 2 Runtime
(11-17 MB)

1. Download AIR 2 Runtime from the Adobe website.

2. Follow the instruction prompts to install Adobe AIR 2 Runtime on your machine.

3. When installation is complete, click Finish.

Steps for downloading and installing AIM Explorer (31 MB)

1. Download the AEM Explorer Adobe AIR application. NOTE: If you have trouble downloading the AEM Explorer by clicking the link provided, try right-clicking the link and choosing "Save link as..." or "Save target as" to download the application to your hard drive.

2. Double-click the compressed file named aimexplorer.air and follow the on-screen directions. Adobe AIR will automatically generate the installation of the AEM Explorer.

3. Once AEM Explorer has finished installing, it will open and display the home page of AEM Explorer.

4. To manually open AEM Explorer, find the Application folder on your hard drive and click the AEM Explorer shortcut.

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The AEM Explorer is a free simulation that combines grade-leveled digital text with access features common to most text readers and other supported reading software. Magnification, custom text and background colors, text-to-speech (synthetic and human), text highlighting, and layout options are presented in a logical sequence to help struggling readers decide which of these supports might help them to access and understand text.

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"We initially chose IRIS because of the past experiences and their credible research-based, high-quality modules that align with specific areas of growth and need to support a state-directed corrective action plan in our region."

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"We initially chose IRIS because of the past experiences and their credible research-based, high-quality modules that align with specific areas of growth and need to support a state-directed corrective action plan in our region."

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About the Course: Dyslexia is everywhere, touching so many children and adults, and while science has made extraordinary progress in understanding and clarifying the condition, this incredibly powerful knowledge rarely reaches those who most need to know and would greatly benefit from it. We aim to change all this with the Coursera you are about to view, produced by Dr. Sally Shaywitz, the Audrey G. Ratner Professor in Learning Development, both the leading scientist studying dyslexia and the most devoted advocate for helping those who are dyslexic. The course addresses and answers just about all the qu..

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The Yale Center for Dyslexia & Creativity - Yale School of Medicine

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The Yale Center for Dyslexia & Creativity focuses dyslexic individuals strengths throughout school and home, preparing them for a successful life.

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Welcome to the Gaab Lab!

As part of Boston Children's Hospital's Laboratories of Cognitive Neuroscience, our research focuses on children diagnosed with or at risk for various developmental disorders, particularly language-based learning disabilities. Our multidisciplinary team of researchers brings together curious scientists from the basic and applied sciences, such as neuroscience, psychology and education, with clinicians in various fields such as developmental pediatrics and child neurology.

The Gaab Lab works on basic and translational research questions related to learning disabilities and especially typical and atypical language and reading development. We currently investigate a series of research questions, such as whether there are any neural pre-markers of developmental dyslexia in the pre-reading brain (infants and preschoolers), what the brain correlates of reading fluency are, or whether there is any connection between musical training and language and reading development.

We invite you to learn more about our lab and ongoing research by visiting the website link below!

To learn more about current research projects, The Gaab Lab team, and to view press and publications from the lab, please view our complete website!

Interested in participating in a study?

We are looking for the following participants for our studies:

Infants 4 to 12 months of age with a family history of dyslexia.

To learn more, please email us at gaablab@tch.harvard.edu

Curious what's new in our research program?

Stay in the loop by following us on Facebook and signing up for our quarterly e-newsletter!

See what our families have to say!

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As part of Boston Children's Hospital's Laboratories of Cognitive Neuroscience, our research focuses on children diagnosed with or at risk for various developmental disorders, particularly language-based learning disabilities. Our multidisciplinary team of researchers brings together curious scientists from the basic and applied sciences, such as neuroscience, psychology and education, with clinicians in various fields such as developmental pediatrics and child neurology.

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KUCRL has landed a 5 year, $3.2 million grant from the U.S. Department of Education to improve transition outcomes for students with disabilities by combining Possible Selves and the Self-Determined Model of Instruction. Learn more about this project by clicking on the title above and/or read the article published in the Lawrence Journal World!

KUCRL's Research Professor, Janis Bulgren and Jose Blackorby of CAST received a grant from the National Science Foundation to pilot tools to meet STEM learning goals in Santa Clara, CA. Click on the link above to learn more about the current project.

Our Director of Inclusive Digital Era Collaborative (iDEC), Kelsey Ortiz wrote a blog post about the U.S. Department of Education Office of Civil Rights (OCR) ensuring access and equity for students with disabilities in digital learning environments. Check out the blog by clicking on the link above!

Amber Rowland, KUCRL Assistant Research Professor and Sean Smith, KU Professor of Special Education are featured in an article on Variety! Click on the link above to learn more about their recent grant funding they secured to develop virtual reality to help students with learning disabilities and high function autism improve social competencies.

The Inference Strategy: Overview for Educators

If you're looking for an evidenced-based learning strategy to help your students improve their inferential reading skills, take a minute to learn more about The Inference Strategy. Contact us for more information on how you can bring it to your students today.

TEACHING DECISION-MAKING FOR SUCCESS IN SCHOOL AND EVERYDAY LIFE

When you use the Teaching Decision-Making guide, your students can learn to make good decisions about important issues! Learn more here!

MULTIPLICATION WITH REGROUPING

Multiplying two-digit numbers can be intimidating, especially if the numbers are large. All that regrouping can be confusing. Which number goes where? And better yet, why?

Help students master multiplication with regrouping using the two latest books from KUCRL: Multiplication With Regrouping: Partial Products and Multiplication with Regrouping: Standard Algorithm.
CLICK HERE TO PURCHASE THESE TWO BOOKS!

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http://kucrl.ku.edu/http://kucrl.ku.edu/sites/kucrl.ku.edu/files/Hero2.pngCreating Solutions to Educational Challenges New Projects at KUCRL KUCRL lands a $3.2 million grant from the U.S. Department of Education to Improve Transition Outcomes for Students with Disabilities KUCRL has landed a 5 year, $3.2 million grant from the U.S.

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INSERM-CEA Cognitive Neuroimaging unit CEA/SAC/DSV/DRM/Neurospin center Bât 145, Point Courier 156 F-91191 Gif-sur-Yvette Cedex FRANCE

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Strategy instruction is one of the most effective ways of improving academic performance for children with learning difficulties. This site will show you how to do it, will provide examples or strategies, and provide a forum to discuss your experiences and questions.

This web site was made possible by a Comprehensive System of Personnel Development grant from the Nebraska Department of Education.
(Project No. 94-2810-248-4B14-03)

Some parts of this site work best with JavaScript enabled.

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Strategy instruction is one of the most effective ways of improving academic performance for children with learning difficulties. This site will show you how to do it, will provide examples or strategies, and provide a forum to discuss your experiences and questions.

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IDA Dyslexia Handbook: What Every Family Should Know - International Dyslexia Association

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In addition to offering valuable information about dyslexia and its characteristics, this handbook provides information on assessments, effective teaching

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Explore reading basics as well as the key role of background knowledge and motivation in becoming a lifelong reader and learner. Watch our PBS Launching Young Readers series and try our self-paced Reading 101 course to deepen your understanding.

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Parents and children visiting the LeRoy Collins Leon County Public Library System will find new resources awaiting them thanks to Book Nook Bundles provided by the Florida Center for Reading Research.

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Note: This site is no longer active but the archive has some good information.

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The website includes definitions and descriptions of the research and theories behind each of the big ideas, describes how to assess the big ideas, and provides information on how to teach the big ideas in your classroom.

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Academy of Orton-Gillingham Practitioners and Educators

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Orton-Gillingham Academy or OGA offers training, certification, accreditation, resources for dyslexia and dyslexic students.

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The IHP is only school in Greater Boston to be recognized in 2019's prestigious national survey.

Access to world-class health care facilities

Interactive, high-tech classrooms, simulation labs with high-fidelity manikins, and four on-campus client centers allow you to apply what you are learning right away. Plus, the MGH Institute is part of Partners HealthCare, one of the nation's top health care systems which includes Massachusetts General Hospital and Brigham and Women's Hospital.

Collaborate with colleagues across the health professions

All of our programs take an interprofessional approach to learning, giving you the competencies needed to be a leader in your field and an effective member of a high-performing, health care team.

Cutting-Edge Research

Faculty members engage in original clinical research aimed at improving the prevention, diagnosis, and treatment of human disorders and disabilities. Opportunities exist for students to work closely with faculty working on a range of cutting-edge topics.

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The IHP is only school in Greater Boston to be recognized in 2019's prestigious national survey. Interactive, high-tech classrooms, simulation labs with high-fidelity manikins, and four on-campus client centers allow you to apply what you are learning right away.

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In this issue, we explore the many voices for advocacy in our own district and around the country. We report on Learn Different Day, a visit from emmy nominated film maker Dan Habib, the International Dyslexia Association lecture series, and a whole host of other activities.

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Our first issue this year features our award-winning programming for students with language-based LD and a look at social and emotional learning.

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In this issue of ACCESS-ABILITY, we explore the topic of innovation. How can we bring an entrepreneurial spirit to our work? What are we doing to generate creative partnerships? How is it possible to balance research and cutting edge ideas? What are the ways in which asking beautiful questions generates creativity?

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Start here with an article and wonderful checklist by Petscher, Gaab, and colleagues.