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Melanie Strohecker
Ext. 51240
330-692-0271

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Advances in brain imaging offer new information about the reading processes taking place within the brain. The research provides clues to how different interventions and instruction can actually change students’ brains.

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Blachman , B. A. (1994). What we have learned from longitudinal studies of phonological processing and reading, and some... Journal of Learning Disabilities, 27(5), p287.

Blachman , B. A., Fletcher, J. M., Schatschneider, C., Francis, D. J., Clonan, S. M., Shaywitz, B. A., Shaywitz, S. E. (2004). Effects of intensive reading remediation for second and third graders and a 1-year follow-up. Journal of Educational Psychology, 96(3), 444-461.

Breier, J. I., Simos, P.G., Fletcher, J. M., Castillo, E. M., Zhang, W., & Papanicolaou, A.C. (2003). Abnormal activation of temporoparietal language areas during phonetic analysis in children with dyslexia. Neuropsychology , 17(4), 610-621.

Foorman, B., Fletcher, J. & Francis, D. (1997). A scientific approach to reading instruction. Learning Disabilities Online. Available: http://www.ldonline.org/ld_indepth/reading/cars.html

Shaywitz, B. A., Shaywitz, S. E., Blachman, B. A., Pugh, K. R., Fulbright, R. K., Skudlarski, P., et al. (2004). Development of left occipitotemporal systems for skilled reading in children after a phonologically-based intervention. Biological Psychiatry, 55, 926-933.

Shaywitz, S. E. (1996, November). Dyslexia. Scientific American, 77-83.

Shaywitz, S. E. (2003). Overcoming Dyslexia: A new and complete science-based program for reading problems at any level. New York: Alfred A. Knopf.

Simos, P. G., Fletcher, J. M., Sarkari, S., Billingsley, R. L., Castillo, E. M., Pataraia, E., Francis, D. J., Denton, C., Papanicolauo, A. C. (2005). Early development of neurophysiological processes involved in normal reading and reading disability: A magnetic source imaging study. Neuropsychology, 19(6).

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See Brain. See Brain Read: Reading Instruction Changes the Brain

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Reading instruction changes the brain. New before- and after- images that show what happens to children's brains after they get systematic, research-based reading instruction show that the right teaching methods can actually normalize brain function and thereby improve a child's reading skills.

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(29th October 2013) - Jason Carroll, Global Products Manager

Last week a colleague asked me if there was a way to access the OpenDyslexic dyslexia font that is included in the iReadWrite iPad App in other programs such as Microsoft Word, PowerPoint, etc... Turns out that several others had the same question so I thought a blog post on the topic may be helpful. This also works out great time-wise because October is National Dyslexia Awareness Month.

If you are not familiar with OpenDyslexic, it is basically a font that is designed to help readers with Dyslexia. The font can be found at OpenDyslexic.org. According to the site, OpenDyslexic is created to help with some of the symptoms of dyslexia. Letters have heavy weighted bottoms to indicate direction. You are able to quickly figure out which part of the letter is down which aids in recognizing the correct letter, and sometimes helps to keep your brain from rotating them around. Consistently weighted bottoms can also help reinforce the line of text. The unique shapes of each letter can help prevent confusion through flipping and swapping.

Now that you know what the font is, here is how to access it...

1. Visit www.OpenDyslexic.org

2. Click "Download Now" to be taken to the download page. Here you will see several versions of the font (bold, italic, etc.) and a download button. Clicking the download button will download a zipped folder with all font variations.

3. Unzip the folder to see the list of fonts.

4. Simply double click a font to view it. Click the install button in the viewer to add the font to your computer.

That's it! The font should now appear in common desktop applications such as Microsoft Word.

Find out more about how dyslexia software can help people struggling with dyslexia.

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Free Dyslexia Font - OpenDyslexic is created to help people with dyslexia.

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Grades 4-12

REWARDS Suite of
Powerful Interventions

Developed by award-winning education authors and literacy experts, REWARDS® is a series of short-term reading and writing intervention solutions specifically designed for struggling learners in grades 4-12. The REWARDS suite is a powerful, research-validated and specialized program for adolescent students who struggle reading long, multisyllabic words and comprehending content-area text. With explicit, teacher-led instruction, this intervention gives students new skills to become successful readers.

The series includes REWARDS® Intermediate, REWARDS® Secondary, REWARDS® Plus, and REWARDS® Writing.
Download Overview

REWARDS Intermediate and
REWARDS Secondary
Grades: 4-12
REWARDS Intermediate (grades 4-6) and REWARDS Secondary (grades 6-12) provide strategies for reading long, multisyllabic words to improve comprehension and fluency, giving students the tools to access grade-level content.
Learn More

REWARDS Plus
Grades: 6-12

REWARDS Plus helps students by extending fluency and comprehension to the content areas of social studies and science.

Learn More

REWARDS Writing
Grades: 5-12 Learn More

REWARDS Writing focuses on instruction and practice in three key areas of writing: sharpening word choice, sentence refinement, and editing paragraphs.

REWARDS is a Short-Term Intervention That Yields
Long-Term Results

Key features include:

Decoding multisyllabic words

Identifying and understanding prefixes and suffixes

Increasing word and passage fluency

Building academic vocabulary

Deepening comprehension

Building self-confidence in reading

Rapid-paced, engaging, and explicit instruction for teachers

Constant teacher-student interaction

Significant gains made across reading levels post-tests indicated that after treatment and maintenance of REWARDS, students in both high- and low-mastery groups made significant gains in word and text reading skills and in oral reading fluency as long as mastery-level criteria were maintained at 80 percent and regardless of whether they practiced with passages or sentences.
View Research

REWARDS is the only reading intervention on the market perfectly aligned to recently released national IES Practice Guide recommendations for teachers. This practice guide provides four evidence-based recommendations teachers can use to deliver reading interventions to meet the needs of their students.
Learn More

Brochure: What the IES Guide and Research Tell Us

REWARDS is the only reading intervention on the market perfectly aligned to recently released national recommendations for teachers to deliver evidence-based interventions that meet the needs of their students. Read more in our brochure.
Download Now

REWARDS and the Science of Reading

The language comprehension factor in overall reading achievement becomes more and more important from fourth grade onward. At this age, reading and language arts instruction must include deliberate, systematic, and explicit teaching of word recognition as well as develop students' subject-matter knowledge, vocabulary, sentence comprehension, and familiarity with language in written texts. The body of research called the science of reading has much to offer these older students who lack foundational reading skills.
Download Now

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REWARDS Reading Program for Content Area Literacy

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The REWARDS reading program provides intervention to develop content area literacy in students struggling with multisyllabic words through explicit instruction.

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Morpheme Magic – Lessons to Build Morphological Awareness

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Teachers and students alike, will become captivated by words as they explore together the world of language and morphology, and build awareness of morphemes, the meaningful parts in words.

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Teacher professional development

The Dyslexia Support Laws require all kindergarten through third grade teachers, as well as teachers providing special education instruction to children in kindergarten through grade 12, to complete professional development on identifying characteristics of dyslexia and understanding pedagogy for instruction of students with dyslexia.
Requirements from the Ohio Dyslexia Committee
The Ohio Dyslexia Committee is requiring educators to complete 18 hours of professional development aligned with the Ohio Dyslexia Guidebook. This professional development will support educators in identifying characteristics of dyslexia and understanding the pedagogy for instruction of students with or at risk of dyslexia.

Professional Development Training

Each professional development option is evidence-based and includes instruction and training for identifying characteristics of dyslexia and understanding the pedagogy for instructing students with dyslexia as required under ORC 3319.077. The list was developed by the Department in collaboration with the Ohio Dyslexia Committee pursuant to ORC 3323.25 and 3319.077. This list is subject to change to align with the version of the guidebook that will be approved by the State Board of Education. Check back frequently for updated information.

Questions can be sent to Dyslexia@education.ohio.gov. If you need additional account support after consulting the linked support documents above, please contact OH|ID Profile Help at Profile.Help@education.ohio.gov for OH|ID assistance. If you are in the LMS application and need additional support, please contact LMS Support at LMSSupport@education.ohio.gov.

Note to providers: This is not an endorsement process, and no course provider should market themselves as offering an Ohio Department of Education endorsed course.

Timeline for Completing Professional Development

Teachers hired before April 12, 2021, who provide instruction to students in the following grade bands must complete the required professional development in accordance with the following timeline:

By the beginning of the 2023-2024 school year: Teachers of grades K-1, including special education teachers.

By Sept. 15 of the 2024-2025 school year: Teachers of grades 2-3, including special education teachers.

By Sept. 15 of the 2025-2026 school year: Special education teachers of students in grades 4-12.

Teachers hired after April 12, 2021, who provide instruction to students in the grade bands outlined above must complete the required professional development by the later of the aforementioned dates or two calendar years after the hiring date (unless the teacher completed the professional development while employed by a different district or school).

Note: Any professional development previously completed by a teacher that is included on the list of approved courses counts toward the required 18 hours in approved professional development. Courses Accredited by the International Dyslexia Association
Independent Training Programs and Higher Education Programs accredited by the International Dyslexia Association are approved to meet the professional development requirements of the Dyslexia Support Laws. Programs with Accreditation and Accreditation Plus status are recognized. Training programs that offer training similar trainings to those on this list are encouraged to apply for accreditation to provide additional high quality professional development options for Ohio educators.

Courses approved for Structured Literacy Certification
The Ohio Dyslexia Committee has provided a list of approved programs for Structured Literacy Certification. Educators completing at least 18 hours of this coursework will have met the professional development requirements. Completion of the course and practicum in full is required for Structured Literacy Certification.

Training Provided by Instructors of Structured Literacy Certification Programs

Individuals qualified to provide the coursework and practicum approved for Structured Literacy Certification by the Ohio Dyslexia Committee may develop and provide training for the purpose of this requirement. If the instructor is developing training that is different from what is already approved through the Structured Literacy Certification program, the training must be at least 18 hours and include the content recommended by the Ohio Dyslexia Committee (outlined below).

Ohio Department of Education Dyslexia Course
The Ohio Department of Education has developed a free course for teachers providing instruction to students in grades K-3 to meet the professional development requirements.
For information on accessing the course, please review the Instructions for Accessing the Introduction to Dyslexia Course.

The Ohio Department of Education will be developing an additional free course to meet the professional development requirements for intervention specialists and teachers providing instruction to students in grades 4-12. Intervention specialists serving these grade bands must complete the PD by the beginning of the 2025-26 school year. More information about this course, including its release date, is forthcoming.

The following outlines the 18 hours of content recommended by the Ohio Dyslexia Committee:

Pre and Post Assessment for Participants

What is Structured Literacy?

Science of Reading Overview

Defining Dyslexia and Identifying Characteristics of Dyslexia

Multi-Tiered System of Support Overview

Structured Literacy in Core (Tier 1) Instruction

Using Data to Plan Instruction through Reading Profiles and Aligned Interventions

Teaching Word Recognition

Phonological awareness

Basic phonics

Advanced phonics (morphology, syllable types, etymology)

​Sight word recognition

Teaching Handwriting

Print / Manuscript

Cursive

Brief, explicit and systematic instruction

Teaching Language Comprehension

Language Structures (Syntax)

Vocabulary

Background Knowledge

Fluency

Comprehending Grade-Level Texts

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The Dyslexia Support Laws require all kindergarten through third grade teachers, as well as teachers providing special education instruction to children in kindergarten through grade 12, to complete professional development on identifying characteristics of dyslexia and understanding pedagogy for instruction of students with dyslexia.

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VISIT THE RESOURCES PAGE FOR IMPORTANT INFORMATION:

Attendee Guide

Speaker Guide

Continuing Education Guide

Sponsor and Exhibitor Information

Key Dates & Important Deadlines

2022 IDA W-9

Bookmark and visit our Resources Page to see new updates!

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VISIT THE RESOURCES PAGE FOR IMPORTANT INFORMATION: Attendee Guide Speaker Guide Continuing Education Guide Sponsor and Exhibitor Information Key Dates & Important Deadlines 2022 IDA W-9 Bookmark and visit our Resources Page to see new updates!

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What is the Science of Reading?

The science of reading is an interdisciplinary body of scientific evidence that:

Informs how students learn to read and write proficiently;

Explains why some students have difficulty with reading and writing;

Indicates that all students benefit from explicit and systematic instruction in phonemic awareness, phonics, vocabulary, fluency, comprehension and writing to become effective readers;

Does not rely on any model of teaching students to read based on meaning, structure and syntax, and visual cues, including a three-cueing approach.

Why the Science of Reading is Important

Reading unlocks the door for all future learning and provides a lifetime of opportunities. Strong literacy skills are necessary for all Ohioans, starting with the very youngest of learners and continuing into the lives of students after high school, including postsecondary education, immediate entry into the workforce, military service or other types of career development.

As described in the Kindergarten through Grade 4 Literacy Report for 2021-2022, 40% of Ohio's third graders are not reading proficiently. Governor DeWine has called for a renewed state of how we teach reading in Ohio. It is time to critically examine what is working and what is not working and shift to literacy teaching practices that meet the needs of all learners.

In addition, Governor DeWine signed an Executive Order that directs the Governor's Children's Initiative to coordinate with interested parties to develop a program that will recognize schools that are demonstrating strong implementation of best instructional practices aligned to the science of reading and where students are making significant progress in reading. This recognition process will begin this fall.

Whether just getting started or already implementing the science of reading, this toolkit provides resources school leaders, teachers and families can use throughout the year.

Tips for Superintendents

Host a district discussion: What is the science of reading?

Host a district discussion: Why the shift?

Complete the literacy instructional material and professional development survey
The district's literacy lead must complete the Department's literacy instructional material and professional development survey, which will open in late August.

District leaders: Identify science of reading professional development

Have all teachers of grades K-1 completed the dyslexia professional development?

The dyslexia professional development requirements for teachers of grades 2-3 begin in the 2024-2025 school year. Have you planned for teacher participation in professional development?

Complete the literacy instructional material and professional development survey

The district's literacy lead must complete the Department's literacy instructional material and professional development survey, which opened in late August and will close on October 6th.

The Science of Reading Curriculum and Professional Development Survey (PDF document)

Special Note: The curriculum materials drop down list for the questions DOES NOT represent the approve instructional materials list. That list is still under development and will be posted January/ February.

If you have not received a link to the survey, please email ReadOhio@education.ohio.gov.

Tips for PrincipalS

Host a building discussion: What is the science of reading?

Identify science of reading professional development

Have all teachers of grades K-1 completed the dyslexia professional development?

The dyslexia professional development requirements for teachers of grades 2-3 begin in the 2024-2025 school year. Have you planned for teacher participation in professional development?

Prepare for principal walk-throughs to observe instruction
Develop a principal walk-through tool for observing explicit, systematic instruction of the components of reading.

Tips for Educators

Host a grade-level discussion: What is the science of reading?

Host a grade-Level Discussion: Why the shift?

Examine grade-level and classroom literacy data. Review the Ohio School Report Cards.

Review the building's literacy plan.

Identify science of reading professional development

Tips for Families

Get 8 Tips for Families to make the most of the time you spend reading with your young child!

Read Ohio Implementation Timeline

Fall/Winter 2023

August/September

Host discussions with administrators, educators and families around the importance of the science of reading. Use the following resources:

Administer the Reading Diagnostic.

​​Must be completed within the first 20 days of instruction for kindergarten students.

No later than Sept. 30 for students in grades 1-3.

HQIM Survey for Literacy

Coming soon:
​The application process for the Governor's Literacy Excellence Award.

October/November

Begin or continue planning for implementation of the science of reading. Use the following resources:

Fall administration of Ohio's State Test for grade 3 English language arts (Oct. 16-Nov. 3).

Reading Improvement and Monitoring Plan (RIMP) development.
Complete no later than 60 days after receiving the reading diagnostic results.

December

Develop a plan to implement high-quality instructional materials and register for the 2024 Literacy Academy.
Districts and schools are required to adopt high-quality instructional materials for the 2024-2025 school year. Review the following to prepare:

Winter/Spring 2024

January/February

Continue professional development to support students across all content areas.

Take the Science of Reading course (projected release)

Review and select materials from the list of high-quality instructional materials for core instructions (projected release)

Register for the next Literacy Academy (Date TBD).

March/April

Participate in the 2024 Literacy Academy on Demand.

Spring administration of Ohio's State Test for grade 3 English language arts (March 25-April 26).

May/June

Attend the 2024 Literacy Academy.
Additional supports and implementation strategies will be posted as they are made available.
Contact

Send questions to LiteracyOhio@education.ohio.gov.

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The science of reading is an interdisciplinary body of scientific evidence that: Informs how students learn to read and write proficiently; Explains why some students have difficulty with reading and writing; Indicates that all students benefit from explicit and systematic instruction in phonemic awareness, phonics, vocabulary, fluency, comprehension and writing to become effective readers; Does not rely on any model of teaching students to read based on meaning, structure and syntax, and visual cues, including a three-cueing approach.

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Listen to Science of Reading: The Podcast on Spotify. Science of Reading: The Podcast will deliver the latest insights from researchers and practitioners in early reading. Via a conversational approach, each episode explores a timely topic related to the science of reading.

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Really Great Reading | Specialists in Reading Education

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For years now, the early literacy education community has been talking about the need to reform our practice to align to the science of reading. But what is the science of reading? And how can it improve our practice so kids become better readers?

What is the science of reading?

The science of reading is the converging evidence of what matters and what works in literacy instruction, organized around models that describe how and why.

One research study does not make a science. In early literacy alone, tens of thousands of studies have been published, and some even show results that are at odds with one another. For educators to be able to consume research meaningfully, we need to look for a convergence of evidence. When many well-designed studies point to a similar result, we should pay attention.

How does it help us make sense of reading?

An important model in early reading research is the simple view of reading. It says that reading comprehension (RC) is the product of decoding (D) and language comprehension (LC), or RC = D x LC.

Learning to read for understanding requires sounding out and recognizing words-decoding-but it also requires making meaning of the words and sentences we hear-language comprehension. While taking a microscope to any one aspect of reading reveals more complexity, the simple view continues to be supported as a strong core model in reading development, as it has been for decades.

What guidance does the science of reading offer?

Research is clear about what matters to teach in early literacy instruction: phonological awareness, phonics and word recognition, fluency, vocabulary and oral language comprehension, and text comprehension. For each of these, a convergence of evidence tells us what works, in practice.

Phonological awareness: Teach students to recognize and manipulate the sounds within words. Move from syllables to the individual sounds, or phonemes. Explicitly connect phonemes to letters to more effectively support word decoding.

Phonics and word recognition: Teach letter sounds and sound-spelling patterns explicitly and systematically. Practices that include both reading and writing of words in isolation and in text are most supportive of taught phonics.

Fluency: Include frequent chances for students to read and re-read orally from connected text-sentences, paragraphs, and passages. Focus on the development of both automatic word recognition and fluent expression, keeping understanding of the text as the central goal.

Vocabulary and oral language comprehension: Include high-quality, language-rich interactions in instruction. With read-aloud texts, unpack academic and inferential language. Explicitly build students' recognition of shared morphemes (e.g., root words, affixes) across words, both in oral and written language.

Text comprehension: Even before young students can read on their own, teach from rich texts via read-alouds and scaffolded reading. Teach students to use metacognitive strategies like setting a purpose, monitoring for meaning, and building inferences while reading. Discuss texts, including focusing on their organizational structures.

What could a science-of-reading classroom be like?

To align more closely to what the science tells us, we should start seeing and hearing some change. We should stop seeing only incidental teaching of sound-spelling patterns. Instead of just happening to notice a silent E on the page we have open-aha! Teachable moment!-we should teach decoding skills systematically. We should see a dedicated portion of the literacy block where phonics is taught clearly and sequentially from an identifiable curriculum. When kids learn from our planned sequence how that silent E works, we should see engaging practice-word work, often masquerading as play-followed by both reading and writing practice that applies those silent E skills purposefully.

The science of reading is the converging evidence of what matters and what works in literacy instruction.

We should also stop seeing comprehension taught via leveled reading groups, where each group visits the teacher for round-robin reading through a new text "at the right level." Instead, we should see use of a rich, complex text for all the students in a class. We should hear multiple reads of the same text, beginning with teacher modeling and moving to student practice. We should see partnering for repeated readings to develop fluency. We should hear the voices of students and the teacher in high-quality conversations about the text that focus on language, structure, and deepened understanding.

Where can we learn more?

Lots of good materials have been produced to get this research into practice, much of it paid for by our tax dollars.

These excellent research-to-practice materials can only help if we actually use them. Commit to building a learning community around one or more of these materials, beginning by downloading and reading as a group. Then discuss, try things with students, reflect, and repeat. This is how the science of reading matters, and how it works: by helping all our kids to become empowered and thoughtful readers.

For more on the science of reading, see "The science of reading and balanced literacy: What you need to know" and Everything you need to know about the science of reading.

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The science of reading is the converging evidence of what matters and what works in literacy instruction. It guides how to teach reading.

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WWC | Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade

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This practice guide provides four recommendations for teaching foundational reading skills to students in kindergarten through 3rd grade. Each recommendation includes implementation steps and solutions for common obstacles. The recommendations also summarize and rate supporting evidence. This guide is geared towards teachers, administrators, and other educators who want to improve their students’ foundational reading skills, and is a companion to the practice guide, Improving Reading Comprehension in Kindergarten Through 3rd Grade.

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Shifting to the Science of Reading: Considerations for Administrators on Ohio’s New Requirements 
Unpacking the revised requirements for Ohio’s Third Grade Reading Guarantee
Items to consider on recent legislation

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Tier 1 Dyslexia Screening - Ohio's Dyslexia Guidebook - Update

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Progress Monitoring Assessments - Ohio's Dyslexia Guidebook

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Mark your calendars for a show-stopping event featuring renowned Science of Reading: The Podcast luminaries! This FREE four-hour virtual professional development symposium will give you all the tools you need to navigate and sustain a shift to the Science of Reading in your school.

Join us to learn:

How to create a personal action plan that will drive transformative change in your district.

Why knowledge-building is critical and a matter of equity.

What it means for you to make the shift today to achieve life-changing results.

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Save the date for a free Science of Reading symposium: four hours of professional development packed with all the guidance you need to get SoR off the ground in your schools.

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This manual includes information about DIBELS 8, how DIBELS 8 differs from previous editions of DIBELS, how to administer and score DIBELS 8 subtests, and how to use DIBELS 8 data to inform instructional decision-making.

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This manual includes information about DIBELS 8, how DIBELS 8 differs from previous editions of DIBELS, how to administer and score DIBELS 8 subtests, and how to use DIBELS 8 data to inform instructional decision-making.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Program

Credential

Accredited Level

or

Online

AIM Institute for Learning and Research

Search Training Courses/Providers for IDA Approved Credentials: https://institute.aimpa.org/professional-training
AIM Institute for Learning & Research (aimpa.org)
AIM is a non-profit, research-to-practice organization committed to transforming and empowering lives through literacy. AIM Academy is the Philadelphia-area's largest school for students with language-based learning disabilities and the AIM Institute for Learning & Research provides literacy-focused professional learning opportunities to educators, schools and districts around the world that are aligned to the IDA's Knowledge and Practice Standards for Teachers of Reading, including two IDA-accredited courses.

Pathways to Proficient Reading (PPR) is a foundational professional learning course for educators who are committed to learning about the connection between reading research, theoretical models such as the Simple View of Reading and Scarborough's Reading Rope, and best practices for language and literacy instruction in the classroom. This 55-hour, IDA-accredited online course offers flexibility for educators and includes real-time community of practice sessions with expert AIM facilitators to help educators incorporate evidence-based practices for language and literacy instruction into classroom practice. Course participants have the option to sit for the KPEERI examination to receive the CERI Structured Literacy Classroom Teacher Certificate.

Pathways to Structured Literacy (PSL), is an IDA-accredited course for educators interested in taking a deeper dive into diagnostic and prescriptive structured literacy instruction. This 30-hour online course (which includes an optional 60-hour Practicum) translates knowledge into practice with step-by-step instruction, interactive content and resources for assessment, scope and sequence, and lesson planning for direct classroom use. The course is open to individuals who have completed Pathways to Proficient Reading and are interested in enhancing their practice in an MTSS/RTII framework. Course participants have two options to sit for the KPEERI examination to receive CERI certificates: Structured Literacy Classroom Teacher Certificate (with PSL course completion) or Certified Structured Literacy Interventionist (with PSL course and Practicum completion).

Pathways to Proficient Reading

Pathways to Structured Literacy

Accreditation

Online

All Memphis

Search Training Courses/Providers for IDA Approved Credentials:

https://allmemphis.org/

ALL Memphis Structured Literacy Intervention Comprehensive Education (SLICE)

Accreditation

The Apple Group for Dyslexia

Search Training Courses/Providers for IDA Approved Credentials:

http://applegroupdyslexia.com/

The Apple Group, Inc., is a 501(c)(3) non-profit committed to teaching everyone to read. For the past 26 years, The APPLE Group has trained thousands of educators in multisensory structured literacy and has worked with school districts, universities, and legislators throughout the country teaching the science of reading. Accredited by The International Dyslexia Association at the Accredited Plus level, The APPLE Group provides training in Connections: OG in 3D, a comprehensive, structured literacy curriculum.

OG in 3D Dyslexia Certificate Program

Bowman Educational Services

Bowman Educational Services provides workshops and training rooted in the science of reading. We have trained thousands of teachers, tutors, parents, psychologists, advocates, attorneys, and others who serve students with dyslexia in Orton Gillingham "Plus", a 60-hour course developed by the late Dr. Fran Levin Bowman, a Fellow in the Academy of Orton Gillingham Practitioners and Educators. Tens of thousands of students have learned to read with teachers using this intervention.

Orton-Gillingham "Plus" program

Accreditation

Chartwell

Search Training Courses/Providers for IDA Approved Credentials:
Home - Chartwell School

Structured Literacy Level 1 Certificate

Accreditation

FTF

DAS Academy

Search Training Courses/Providers for IDA Approved Credentials: https://www.dasacademy.edu.sg/

The main goal of the DAS Academy is to help improve the lives of individuals with learning differences. We aim to achieve this through passing on our specialist knowledge to educators, professionals and parents who work, interact and support individuals with learning differences.

DAS Academy delivers professional training courses to enable others to teach students with specific learning differences. The DAS Academy is a Private Education Institution (PEI) registered with the Committee for Private Education (CPE), an agency under the SkillsFuture Singapore (SSG). It is a wholly‐owned subsidiary of the Dyslexia Association of Singapore.

Specialist Diploma in Educational Therapy

Hybrid

Edwards Orton-Gillingham, Inc.

Search Training Courses/Providers for IDA Approved Credentials:
Edwards Orton-Gillingham Training | Dyslexia Education (edwardsog.com)

Edwards Orton-Gillingham Level I &
Edwards Orton-Gillingham Level II

FTF

Institute for Multi-Sensory Education (IMSE)

Search Training Courses/Providers for IDA Approved Credentials:

https://imse.com/training-descriptions

Comprehensive OG Plus (formally Comprehensive)

Morphology Plus (formally Intermediate

IMSE Specialist Certification

Accreditation

Accreditation

FTF & Online

The International Multisensory Structured Language Education Council (IMSLEC)

Search Training Courses/Providers for IDA Approved Credentials:

https://www.imslec.org/directory.asp?action=accredited

Teacher Level

Therapy Level

Accreditation Plus

FTF & Online

Dyslexia Certificate Program

Accreditation

FTF

Keys to Literacy

Search Training Courses/Providers for IDA Approved Credentials:

https://keystoliteracy.com/offering/keys-to-beginning-reading/

Keys to Beginning Reading Training Program

Accreditation

FTF, Online & Hybrid

LETRS - Lexia Learning

Search Training Courses/Providers for IDA Approved Credentials:

https://www.lexialearning.com/letrs

Language Essentials for Teachers of Reading and Spelling (LETRS)

Accreditation

FTF & Online

Lexercise

Search Training Courses/Providers for IDA Approved Credentials:
https://www.lexercise.com/clinicians/lexercise-courses
Lexercise Practicum in Structured Literacy Teletherapy

Accreditation Plus

Online

May Center Teacher Institute

Accreditation

FTF, O nline & Hybrid

Max Scholar

Search Training Courses/Providers for IDA Approved Credentials:
Orton-Gillingham Online Programs for Reading | MaxScholar

MaxScholar Orton-Gillingham Level 1

FTF

Neuhaus

Search Training Courses/Providers for IDA Approved Credentials:

https://www.neuhaus.org/educators/literacy-interventionist-preparation

For more than 40 years, Neuhaus Education Center (NEC) has been a trailblazer in solutions for overcoming obstacles to literacy, including dyslexia, and today is a nationally recognized leader in the implementation of the Science of Reading. Its professional instruction and pathways to certification for educators, referral and resource services for families, and classes for adult learners unlock a brighter future of Literacy for All.

Online Certificate Program for Dyslexia Specialists (OCPDS)

Accreditation Plus

Online

Reading Research to Classroom Practice

Accreditation

FTF

Reading Teacher Top Ten Tools

Search Training Courses/Providers for IDA Approved Credentials:

https://readingteacherstoptentools.com/

https://www.tools4reading.com/top-10-tools

Reading Teacher Top Ten Tools

Accreditation

Online

Region 4 ESC

Search Training Courses/Providers for IDA Approved Credentials: https://www.esc4.net/rbdap

Region 4 Education Service Center (Region 4) is one of 20 regional education service centers established by the Texas Legislature in 1967 to assist school districts and charter schools in improving efficiencies and student performance. Regional education service centers are nonregulatory, intermediate education units. Texas Education Code, Chapter 8, gives each school district the opportunity to voluntarily be served by and participate with a regional education service center.

Reading by Design

Accreditation Plus

Online

Basic Language Skills & Basic Language Skills Advanced

WELLS - Structured Literacy for English Learners

Accreditation Plus

Hybrid

Wilson Language Training (WLT)

Search Training Courses/Providers for IDA Approved Credentials: http://www.wilsonlanguage.com/

For the past three decades, Wilson ® has advanced its vision of "Literacy for All" through multisensory structured literacy programs and professional learning backed by a commitment to the sciences of reading and implementation. Wilson is an expert in the field of dyslexia and a forerunner in delivering foundational skills instruction to students in K-3 general education classrooms and those beyond the elementary grades who struggle to read and spell.

The Wilson Reading System® (WRS), Fundations®, and Just Words® programs are evidence-based and aligned to Orton-Gillingham principles of instruction and a wide body of reading acquisition research. As such, they build a solid foundation for beginning readers and reduce the literacy gap for struggling students, including those with dyslexia.

Level I WLT Certification

Level II WLT Certification

Accreditation Plus

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Independent Teacher Training Programs Accredited by IDA - International Dyslexia Association

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The International Dyslexia Association (IDA) has an accreditation program that rigorously reviews educator preparation programs based on an accreditation

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Austin Armwood

Associate Account Executive

Amplify

614-915-5489

amplify.com