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Dyslexia is a specific learning disorder that is neurological in origin and that is characterized by unexpected difficulties with accurate or fluent word recognition and by poor spelling and decoding abilities that are not consistent with the person's intelligence, motivation, and sensory capabilities.
This definition of dyslexia is adopted by the 65th WA State Legislature, 2018 Regular Session.
Updated Dyslexia Guidance
Dyslexia Guidance: Implementing MTSS for Literacy
Implementation

Students in grades K-2 will be screened for indications of or areas of weakness associated with dyslexia;

School districts will use Multi-Tiered Systems of Support in grades K-2 to communicate; and

Districts will collaborate with parents and families about student literacy development, screening results, and potential literacy interventions.

For implementation, please reference the Screening Tools and Best Practices and review the Senate Bill 6162 report for more information.

Dyslexia Advisory Council

The Washington state Dyslexia Advisory Council is tasked with identifying tools and resources that will help screen for dyslexia or indicators of dyslexia. Additionally, they're working to develop recommendations on best practices for implementing the screenings in school districts, staff training to target the areas of need for those experiencing dyslexia or indicators of dyslexia, information for parents and families that includes a list of resources, and best practices to help students in grades three and above who might be experiencing dyslexia.

Dyslexia Resource Guide

The Washington Branch of the International Dyslexia Association (WABIDA), in collaboration with the OSPI Reading Office, created the Washington State Dyslexia Resource Guide to provide guidance to schools and families in the realm of dyslexia. This guide is intended for administrators, educators, and caregivers with three goals in mind: build an understanding of the term dyslexia; learn how to identify students with dyslexia, and support teachers and parents in educating students with dyslexia.

Updates & Related Laws

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Dyslexia is a specific learning disorder that is neurological in origin and that is characterized by unexpected difficulties with accurate or fluent word recognition and by poor spelling and decoding abilities that are not consistent with the person's intelligence, motivation, and sensory capabilities.

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Switch to the Accessible Version of Box ›

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Dyslexia for a Day Simulation

A Simulation of Dyslexia is a experience that can be used to teach individuals or groups of teachers, teacher training candidates, practitioners, immediate and extended family members, or anyone interested in learning more about dyslexia and what those with dyslexia often experience with reading, writing and processing. The guided experience walks participants through five different simulations: two reading, two writing and one processing simulation. It is designed to help individuals gain a better understanding of and empathy for those children and adults who struggle with dyslexia. If you are interested in having WABIDA come to your group or school please email: info@wabida.org

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WABIDA - Washington State Branch Serving: Washington, Idaho and Western Montana

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A Simulation of Dyslexia is a experience that can be used to teach individuals or groups of teachers, teacher training candidates, practitioners, immediate and extended family members, or anyone interested in learning more about dyslexia and what those with dyslexia often experience with reading, writing and processing.

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The What is the Science of Reading website was maintained by a coalition of educators dedicated to a firm definition of what the science of reading is, what it is not, and how all stakeholders can understand its potential to transform reading instruction.

The Reading League is proud to now provide administrative support and resources to continue the Defining Movement Coalition's mission to provide a firm definition of the term science of reading.

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The What is the Science of Reading website was maintained by a coalition of educators dedicated to a firm definition of what the science of reading is, what it is not, and how all stakeholders can understand its potential to transform reading instruction.

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This toolkit helps parents and educators learn about dyslexia and how to support the literacy development of students with dyslexia.

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Do you have questions about dyslexia ? Here, experts answer common questions families have about dyslexia, like whether it can cause headaches and how to teach kids with dyslexia to read.

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Dyslexia: Questions from families answered

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Do you have questions about dyslexia ? Here, experts answer common questions families have about dyslexia, like whether it can cause headaches and how to teach kids with dyslexia to read.

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Dyslexia Help at the University of Michigan

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Our goal is to help individuals with dyslexia, as well as parents, employers, and professionals of all kinds who have the privilege to work with dyslexics gain new understandings about dyslexia and language disability, including current research findings and how to design intervention contexts based…

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Morphemes: Structural Clues for Word Meaning (Henry)

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Dr. Marcia Henry contributed the following post. Marcia is known for morphology research and her work with the International Dyslexia Assoc...

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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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What is dyslexia? - Kelli Sandman-Hurley

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International Dyslexia Association | Oregon

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What are Accommodations?

Accommodations make it possible for students with dyslexia to demonstrate their learning without being hindered by their differences. The purpose of accommodations is to ensure equal access to education for students with dyslexia or other learning differences. The term "accommodation" may be used to describe an alteration of environment, curriculum format, or equipment that allows an individual with a learning difference to gain access to content and/or complete assigned tasks. Accommodations do not change the content of instruction, do not give students an unfair advantage, and do not change the skills or knowledge that a test measures.

Note: The term "accommodation" is different from the term "modification". Modifications change a child is taught or expected to do in school. Accommodations change a child learns or accesses the curriculum.

Accommodations and IEP/504 Plans

According to No Child Left Behind Act (NCLB) of 2001, students with disabilities (those covered under the Individuals with Disabilities Education Act or Section 504 of the Rehabilitation Act) must be provided the appropriate accommodation necessary to access grade level instruction and full participation in state/district assessments. Accommodations are a critical component of developing a student's Individualized Education Program (IEP) or Section 504 Plan. The IEP/504 team must engage in a thoughtful process to determine the necessary accommodations to support the student with accessing the grade level curriculum. Students also need to have opportunities to learn to advocate and use accommodations in everyday classroom environments. Parents and teachers need to support a student's self-advocacy for lifelong success.

Advocating for Students with Dyslexia in Public Schools

APPLYING FOR ACCOMMODATIONS ON COLLEGE ENTRANCE TESTS

Book Review: The Dyslexia Empowerment Plan

APPLYING FOR ACCOMMODATIONS ON GRADUATE SCHOOL ENTRANCE TESTS

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Accommodations - International Dyslexia Association | Oregon

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Accommodations make it possible for students with dyslexia to demonstrate their learning without being hindered by their differences. The purpose of accommodations is to ensure equal access to education for students with dyslexia or other learning differences.

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Audiobooks for Dyslexia & Learning Disabilities | Learning Ally

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

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Bookshare | An Accessible Online Library for people with print disabilities

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Bookshare makes reading easier. People with dyslexia, blindness, cerebral palsy, and other reading barriers can customize their experience to suit their learning style and find virtually any book they need for school, work, or the joy of reading.

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What are the characteristics of effective literacy instruction?

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Transcript Effective instruction for students who struggle with reading should be systematic. It should be systematic in that it follows a scope and sequence that builds in level of difficulty and complexity while also building in time for review for students to practice skills they have already lea…

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Literacy How is a nonprofit that empowers teachers, administrators, and parents with the best evidence-based methods to teach reading so every child succeeds.

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Glean Education | Courses & Resources for Teachers

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Online Training for Teachers, Schools & Districts. Check Out Our Podcast and Other Free Teacher Resources.

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A site for users and fans of orthography, morphology, etymology, and the Real Spelling Toolbox.

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Etymonline - Online Etymology Dictionary

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The online etymology dictionary (etymonline) is the internet’s go-to source for quick and reliable accounts of the origin and history of English words, phrases, and idioms. It is professional enough to satisfy academic standards, but accessible enough to be used by anyone.

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Great video on research on whole-word v. sound/symbol correspondence learning

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Great video on research on whole-word v. sound/symbol correspondence learning

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The Reading Wars: Phonemes or Whole-Words?

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Jonathan Mooney

Jonathan is a widely sought after speaker whose work has been featured in The New York Times, The Los Angeles Times, The Chicago Tribune, USA Today, HBO, NPR, ABC News, New York Magazine, The Washington Post, and The Boston Globe.

If you have an event, a publication, or neurodiversity need you would like to have Jonathan collaborate with you on, please don't hesitate to reach out with questions.
‍

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Share what makes YOU different. My different is... #ShareYourDifferent

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Jonathan is a widely sought after speaker whose work has been featured in The New York Times, The Los Angeles Times, The Chicago Tribune, USA Today, HBO, NPR, ABC News, New York Magazine, The Washington Post, and The Boston Globe.

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This actually a course, but my daughter loved hearing from the individuals with dyslexia

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This actually a course, but my daughter loved hearing from the individuals with dyslexia

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Dyslexia training, in partnership with Made By Dyslexia - Training

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Educators learn to spot, support, and empower every learner with dyslexia.

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The Power Of Dyslexia about Famous Dyslexics

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How the Brain Learns to Read - Prof. Stanislas Dehaene

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© 2023 Equipped for Reading Success - WordPress Theme by Kadence WP

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resources from my explicit literacy series (and beyond)

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resources from my explicit literacy series (and beyond)

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Reading 101: Self-Paced Learning Modules

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Core knowledge about reading is a key to effective literacy instruction. Our free, self-paced learning modules can help you deepen your understanding of the building blocks of reading and writing.

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Demonstration of Microsoft Learning Tools

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Demonstration of Microsoft Learning Tools

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Microsoft Learning Tools Demo at Made By Dyslexia Showcase in Atlanta

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Science of Reading info hub from Zaner Blosser

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Science of Reading info hub from Zaner Blosser

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Help bring the science of reading to your school. Discover resources, deepen your literacy knowledge, and take action today.

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Blevins, W. (2001). Teaching Phonics & Word Study in the Intermediate Grades:  A Complete Sourcebook.  New York: Scholastic.

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Blevins, W. (2001). Teaching Phonics & Word Study in the Intermediate Grades:  A Complete Sourcebook.  New York: Scholastic.

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Wiley Blevins: Teaching Phonics and Word Study in the Intermediate Grades : A Complete Sourcebook (Paperback); 2001 Edition

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Wiley Blevins: Teaching Phonics and Word Study in the Intermediate Grades : A Complete Sourcebook (Paperback); 2001 Edition on Amazon.com. *FREE* shipping on qualifying offers. Wiley Blevins: Teaching Phonics and Word Study in the Intermediate Grades : A Complete Sourcebook (Paperback); 2001 Edition

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Moats, L. C. (2020).  Speech to print.  Baltimore: Paul H. Brooks. 

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Moats, L. C. (2020).  Speech to print.  Baltimore: Paul H. Brooks. 

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of assessment and instruction in today's classrooms. supplies K-12 educators with in-depth knowledge of the structure and function of language-fundamentals they need to deliver successful structured literacy instruction. Renowned literacy expert Louisa Cook Moats gives current and future teachers comprehensive, accurate, and accessible information on the underpinnings of language instruction, including: their students should be taught. Ideal for use in preservice courses and in-service professional development sessions, this essential textbook will give educators the strong foundation they need to teach language and reading skills to students with and without disabilities. Support your instruction with a complete package of online companion materials, including chapter quizzes, a sample syllabus/course outline, PowerPoints to accompany each chapter, PDF handouts for selected concepts, and a video demonstrating production of all the sounds in the English language. Learn more about the new edition! Speech to Print has been a bestselling, widely adopted textbook on explicit, high-quality literacy instruction. Now the anticipated third edition is here, fully updated with ten years of new research, a complete package of supporting materials, and expanded guidance on the how Speech to Print

Filling a critical gap in teacher preparation courses,

the history of the English language and its effect on spelling

English phonology, including speech sounds and their distinctive features

how print represents speech in English

the morphological aspects of words

syntax and its instruction

how meaning is conveyed with language

how
Through case studies, activities, recommended teaching principles, and close analysis of real-world student work samples, teachers will also receive invaluable insight into WHAT'S NEW:

New and expanded practical content on the how of language and reading instruction

New and updated chapter exercises

New faculty support materials

More on key topics like program and curricula selection, frameworks for instructional planning, and problem solving when students are slow to respond to intervention

More accessible, undergraduate-friendly tone and structure

Additional graphics to illustrate key concepts

NEW FACULTY SUPPORT MATERIALS!

Watch the webinar recording

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Speech to Print: Language Essentials for Teachers

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Speech to Print: Language... by Moats Ed.D., Louisa Cook

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Seidenberg, M. (2017).  Language at the Speed of Sight:  How we Read, Why so Many Can’t, and What can be done about It. New York:  Basic Books.

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Seidenberg, M. (2017).  Language at the Speed of Sight:  How we Read, Why so Many Can’t, and What can be done about It. New York:  Basic Books.

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Editorial Reviews

"In Language at the Speed of Sight, [Seidenberg] develops a careful argument, backed by decades of research, to show that the only responsible way to teach children to read well is to build up their abilities to connect reading with speech and then to amplify these connections through practice, developing skillful behavioral patterns hand in hand with the neurological networks that undergird them...Every teacher of young children as well as those who train them should read this book."-Wall Street Journal

"Seidenberg...unravels the science of reading with great flair. He is the ideal guide - and it turns out that we need a guide to reading, even though we've been doing it most of our lives."-Washington Post

"Seidenberg reviews the latest science on reading and makes an impassioned plea for putting this knowledge to use."-Scientific American

"Cognitive neuroscientist Seidenberg digs deep into the science of reading to reveal the ways human beings learn how to read and process language.... Seidenberg's analysis is backed up by numerous studies and table of data. His approach is pragmatic, myth-destroying and rooted in science—and his writing makes for powerful reading."-Publishers Weekly

"The neuroscience underlying [Seidenberg's] findings is complex, of course, but [he] does not often fall into thickets of technicality...his discussions are clear and accessible.... A worthy primer on the science of comprehending language."-Kirkus

"No technologically advanced society exists without reading. This is the remarkable story of why and how it all works. From David Letterman's irony to posited Sumerian patent trolls, the writing is lively, informative, and supremely entertaining."-Daniel J. Levitin, best-selling author of This Is Your Brain on Music and The Organized Mind

"Have you picked up the idea that reading is something that kids 'just pick up' and shouldn't be rushed into it, or that learning to read is something different from mastering something separate called 'comprehension,' or that a whole book about reading would be dull? Language at the Speed of Sight will disabuse you of all three notions and more-pick it up and marvel at how hard it will be to put it down."-John McWhorter, New York Times best-selling author of Nine Nasty Words, Word on the Move, and Talking Back, Talking Black

"Few works of science ever achieve Italo Calvino's six qualities of our best writing: Lightness, exactitude, visibility, quickness, multiplicity, and consistency. Mark Seidenberg's new book achieves just that. If every educator, parent, and policy maker would read and heed the content of this book, the rates of functional illiteracy, with all their destructive sequelae, would be significantly reduced."-Maryanne Wolf, author of Proust and the Squid

"A world-renowned expert explains the science of reading with clarity and wit—anyone who loves to read will be fascinated, and teachers will absolutely devour this book."-Daniel Willingham, best-selling author of Why Don't Students Like School?

" Language at the Speed of Sight is an incisive tour through the fascinating science of reading. From cuneiform to dyslexia to the future of literacy, Seidenberg is a master guide who—lucky for us—is as gifted a writer as he is a scientist."-Benjamin Bergen, author of What the F

From the Publisher

Too often, according to Mark Seidenberg's important, alarming new book, Language at the Speed of Sight, Johnny can't read because schools of education didn't give Johnny's teachers the proper tools to show him how...Building on decades of steadily improving linguistic and psychological data, Mr. Seidenberg's...discoveries, and those of his colleagues, lead him to logically watertight conclusions...Mr. Seidenberg's simmering anger at how teachers themselves are taught erupts over [the] last hundred pages, and it's bracing to behold...Mr. Seidenberg has that rare knack of sounding reasonable and righteous at the same time...[His] book won't end the debate between scientists and the educational establishment over how children should learn to read, but it should jump-start an overdue conversation.

The New York Times - David Kipen

11/28/2016
Cognitive neuroscientist Seidenberg digs deep into the science of reading to reveal the ways human beings learn how to read and process language. After describing how humans adapted to form writing, speech, and languages, Seidenberg explores current research into dyslexia and other literacy problems, especially as they pertain to the challenges facing the American education system. Progress in reading is inexorably tied to achievement gaps and differences in socioeconomic status, but Seidenberg circles back to the biological connections among spoken language, dyslexia, and general reading ability. Poverty alone cannot account for the U.S.'s "mediocre showing" in multinational assessments, he says. His major criticism of national reading progress lies in the "culture of education" or the way teachers are trained to approach teaching. Seidenberg turns against the trend of natural "discovery" learning, where he says nothing is really taught, and argues that direct instruction by tested methods is the best way to ensure students consistently learn to read. Seidenberg's analysis is backed up by numerous studies and tables of data. His approach is pragmatic, myth-destroying, and rooted in science-and his writing makes for powerful reading. (Jan.)

Publishers Weekly

2016-11-07
Johnny can't read-and too often his teachers can only guess why.Reading is something that we almost always do at a subconscious level: we do not think about it, and for good reason, since we need to concentrate on the result-the content of what we have been reading, that is-and not the process. Still, the fact that there is this subconscious work going on requires a science of reading to describe what Seidenberg (Psychology/Univ. of Wisconsin) calls a complex skill that operates "at levels that intuition cannot easily penetrate." One way of looking at reading is to examine where it doesn't quite work out as expected. Much of the author's research, and a sizable portion of this book, concerns dyslexia, a phenomenon that turns on anatomical properties of the brain in which "signal propagation between and within regions seems to be...noisier," which in turn affects "the modification of neuronal responses and their retention." The neuroscience underlying these findings is complex, of course, but Seidenberg does not often fall into thickets of technicality; for the most part, his discussions are clear and accessible, if of most compelling interest to a small audience of reading specialists. The author counters on that score that reading should be a matter of larger interest to teachers especially, given the discouraging levels of literacy across the world; he argues that teacher training should involve a curriculum embracing reading science, child development, and cognition, among other areas. Broader familiarity with the science of reading, he suggests, would be of use at the policy level as well, since so much of it is based on assumptions concerning problems of social engineering-poverty, household makeup, and so forth. A worthy primer on the science of comprehending language at the visible, symbolic level of print, a place that requires plenty of brain power and years of practice to navigate.

Kirkus Reviews

Read More

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Language at the Speed of Sight: How We Read, Why So Many Can't, and What Can Be Done About It|Paperback

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In this "important and alarming" book, see why so many American students are falling behind in their reading skills while others around the world excel (New York Times).The way we teach reading is not working, and it cannot continue. We have largely abandoned...

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Guinevere Eden on Dyslexia and the brain

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Guinevere Eden on Dyslexia and the brain

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Dyslexia is no longer a mystery. MRI scans and other tools of neuroscience have advanced our understandings in the last decade. We now know what to do to help students become skilled, confident learners. In Conquering Dyslexia, Dr. Hasbrouck shares the instructional approaches that work best for children who have this disorder, and the most current information for parents so they can advocate for their children and communicate with educators effectively. This book addresses: * What is dyslexia? * How to identify it * Early diagnosis and intervention * Teaching students * Supporting English Learners

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Conquering Dyslexia: A Guide to Early Detection and Intervention for Teachers and Families | Parent Resource Book | Instructional Approach for Children with Dyslexia

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Dyslexia is no longer a mystery. MRI scans and other tools of neuroscience have advanced our understandings in the last decade. We now know what to do to help students become skilled, confident learners. In Conquering Dyslexia, Dr. Hasbrouck shares the instructional approaches that work best for ...

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Pronunciation Guide from Learning by Design

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Pronunciation Guide from Learning by Design

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my favorite source for learning about words!

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Etymonline - Online Etymology Dictionary

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The online etymology dictionary (etymonline) is the internet’s go-to source for quick and reliable accounts of the origin and history of English words, phrases, and idioms. It is professional enough to satisfy academic standards, but accessible enough to be used by anyone.

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Today we're going to bust another phonics myth. You have probably heard this one...

"Silent E makes the vowel say its name."

And if you look at the following word pairs, that rule does appear to be true.

tap --> tape
fin --> fine
mad --> made

In each example, Silent E changes the short vowel into a long vowel (in other words, the vowel says its name). Dozens of popular phonics programs teach this, and it is one of the most common reading and spelling "rules" taught to beginning learners.

This would be a good rule if it were the whole truth.

The Truth about Silent E

But that's where the problem arises: after kids learn this rule, they encounter hundreds of words that don't fit into this easy pattern. They start to see words all around them, such as horse, love, and puddle, in which Silent E doesn't make the preceding vowel long...and then they start to doubt what they are being taught.

Some students are naturally intuitive when it comes to language patterns, and they can fill in the gaps and move on. But many students take the "rule" at face value and think that the problem is with them-that they just can't figure out English.

This situation is frustrating and unnecessary, because...

Silent E Has Many Jobs

The chart below shows seven jobs of Silent E, along with sample words.

Saying "Silent E makes the vowel say its own name" is like saying "dogs are black."

Would your child believe you very long if you tried to convince him that all dogs are black? While it is true that some dogs are black, it is not true that all dogs are black. Dogs can be brown, white, sable, yellow, or mixed.

In a similar vein, not all Silent E's do the same job. Sometimes they make the preceding vowel long, but they can also do six other jobs.

Teaching the Truth about Silent E

When students know the truth-the full story about Silent E and all of its jobs-they aren't thrown off when they see Silent E at the end of a word. If it doesn't make the preceding vowel long, there are other options to explain its existence. Students can trust their education, instead of being misled by a myth.

Knowing the truth also opens the door to some interesting word discussions. For example, did you know that Silent E can do two jobs in a single word? Check out the word race-Silent E makes the A long and makes the C soft. Other examples in which Silent E has two jobs include hive, mice, trace, page, and cage. That's pretty neat!

How We Teach Silent E

In the All About Reading and All About Spelling programs, we teach all the jobs of Silent E. (In AAS, the jobs are numbered differently because we lumped some together in the "Handyman E" category.) We teach the jobs step by step, one lesson at a time, so students can master the concepts at their own pace.

Are you interested in seeing some sample lessons? Click to download!

Were you ever taught the various jobs of Silent E?

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Silent E: Teaching Kids the Whole Truth (+ Downloads!)

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Today we're going to bust another phonics myth. You have probably heard this one... "Silent E makes the vowel say its name." And if you look at the following word pairs, that rule does appear to be true.

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letter naming/sounds from The Reading Universe

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letter naming/sounds from The Reading Universe

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Blachman, B. A., Ball, E. W., Black, R., & Tangel, D. M. (2000). Road to the code: A phonological awareness program for young children. Baltimore: Brookes.

Clay, M. (1993). Reading Recovery: A Guidebook for Teachers in Training. NH: Heinemann.

Elkonin, D. (1971). "Development of Speech". In A.V. Zaporozhets and D. B. Elkonin (Eds.). The Psychology of Preschool Children. Cambridge, MA: M.I.T. Press.

Ellis, E. (1997). How Now Brown Cow: Phoneme Awareness Activities.

National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office.

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Elkonin boxes build phonological awareness skills by segmenting words into individual sounds, or phonemes. To use Elkonin boxes, a child listens to a word and moves a token into a box for each sound or phoneme. In some cases different colored tokens may be used for consonants and vowels or just for each phoneme in the word.

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video of Literacy How's sound/letter map

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video of Literacy How's sound/letter map

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Free english uppercase and lowercase interactive alphabet arc to help students learn letter names, order, and shape.

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beginning phonics order from The Reading Universe: 

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beginning phonics order from The Reading Universe: 

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Scope & sequence from Keys to beginning reading

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Scope & sequence from Keys to beginning reading

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This is the Spelfabet Workbook 1 version 3 teaching sequence, both for the parent/aide (print up to 5 copies) and teacher clinician (print up to 30 copies) editions. Decodable books with the same sequence include the Sounds Write Initial Code books Units 1-10, the Dandelion Launchers and Dandelion Readers Units 1-10, (all for ages 4-7), the Moon Dogs set 1 and 2 books (for ages ~8-14), and the Forward With Phonics resources for older learners. Most Australian suppliers can be found here.

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This is the Spelfabet Workbook 1 version 3 teaching sequence, both for the parent/aide (print up to 5 copies) and teacher clinician (print up to 30 copies) editions.

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Students need to know the sounds and names of the alphabet before learning the phonic sound pack.

Do not try to learn all the cards at once. Suit the pace of learning to the ability of the student.

Learn the cards in this order for reading,and split them into these stages

Stage 1 sh | ch | tch | th | qu | wh | ph

Stage 2 ar | or | er | ir | ur

Stage 3 ee | ea | ay | ai | igh | ie | y

Stage 4 oa | oe | ow | oo | ui | ue | ew

Stage 5 oy | oi | ou | dge | ge | ce | ey | ei

Stage 6 ear | air | au | aw | wa | war | wor

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Students need to know the sounds and names of the alphabet before learning the phonic sound pack. Do not try to learn all the cards at once. Suit the pace of learning to the ability of the student.

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Resources from my Explicit Literacy series

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Resources from my Explicit Literacy series

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my favorite kid-friendly video on dyslexia

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my favorite kid-friendly video on dyslexia

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Structured Literacy Brief 9-16-21.pdf | Powered by Box

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English:  A Stress-Timed Language - American Pronunciation

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Reading & Writing Success | Learning By Design

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SPELL-Links combines speech-to-print, multi-linguistic, and meta-linguistic word study methods to produce strong writers and fluent readers.

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Reading & Writing Success

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Kilpatrick, D. A. (2015).  Essentials of Assessing, Preventing, and Overcoming Reading Difficulties.  Hoboken, NJ: Wiley.

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Kilpatrick, D. A. (2015).  Essentials of Assessing, Preventing, and Overcoming Reading Difficulties.  Hoboken, NJ: Wiley.

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Essentials of Assessing, Preventing, and Overcoming Reading Difficulties (Essentials of Psychological Assessment)

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Essentials of Assessing, Preventing, and Overcoming Reading Difficulties (Essentials of Psychological Assessment) [Kilpatrick, David A.] on Amazon.com. *FREE* shipping on qualifying offers. Essentials of Assessing, Preventing, and Overcoming Reading Difficulties (Essentials of Psychological Assessment)

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Great video from Susan Barton on identifying dyslexia through writing sample analysis

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Great video from Susan Barton on identifying dyslexia through writing sample analysis

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How to Spot Dyslexia in a Writing Sample

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The signs of dyslexia can appear as early as preschool. Whether you're a parent or teacher- or think you might have dyslexia yourself-here's what to look for, starting in the earliest years through adulthood.

The Preschool Years

Trouble learning common nursery rhymes, such as "Jack and Jill"

Difficulty learning (and remembering) the names of letters in the alphabet

Seems unable to recognize letters in his/her own name

Mispronounces familiar words; persistent "baby talk"

Doesn't recognize rhyming patterns like cat, bat, rat

A family history of reading and/or spelling difficulties (dyslexia often runs in families)

© Sally Shaywitz, Overcoming Dyslexia, p. 122

Kindergarten & First Grade

Difficulties

Reading errors that show no connection to the sounds of the letters on the page-will say "puppy" instead of the written word "dog" on an illustrated page with a picture of a dog

Does not understand that words come apart

Complains about how hard reading is; "disappears" when it is time to read

A history of reading problems in parents or siblings

Cannot sound out even simple words like cat, map, nap

Does not associate letters with sounds, such as the letter b with the "b" sound

Strengths

Curiosity

Great imagination

Ability to figure things out; gets the gist of things

Eager embrace of new ideas

A good understanding of new concepts

Surprising maturity

A larger vocabulary than typical for age group

Enjoys solving puzzles

Talent for building models

Excellent comprehension of stories read or told to him

© Sally Shaywitz, Overcoming Dyslexia, pp. 122 - 123

Second Grade through High School

Reading

Very slow in acquiring reading skills. Reading is slow and awkward

Trouble reading unfamiliar words, often making wild guesses because he cannot sound out the word

Doesn't seem to have a strategy for reading new words

Avoids reading out loud

Speaking

Searches for a specific word and ends up using vague language, such as "stuff" or "thing," without naming the object

Pauses, hesitates, and/or uses lots of "um's" when speaking

Confuses words that sound alike, such as saying "tornado" for "volcano," substituting "lotion" for "ocean"

Mispronunciation of long, unfamiliar or complicated words

Seems to need extra time to respond to questions

School and Life

Trouble remembering dates, names, telephone numbers, random lists

Struggles to finish tests on time

Extreme difficulty learning a foreign language

Poor spelling

Messy handwriting

Low self-esteem that may not be immediately visible

Strengths

Excellent thinking skills: conceptualization, reasoning, imagination, abstraction

Learning that is accomplished best through meaning rather than rote memorization

Ability to get the "big picture"

A high level of understanding of what is read tohim

The ability to read and to understand at a high level overlearned (or highly practiced) words in a special area of interest; for example, if he or she loves cooking they may be able to read food magazines and cookbooks

Improvement as an area of interest becomes more specialized and focused-and a miniature vocabulary is developed that allows for reading in that subject area

A surprisingly sophisticated listening vocabulary

Excels in areas not dependent on reading, such as math, computers and visual arts, or in more conceptual (versus fact-driven) subjects, including philosophy, biology, social studies, neuroscience and creative writing

© Sally Shaywitz, Overcoming Dyslexia, pp. 123-125

Young Adults & Adults

Reading

A childhood history of reading and spelling difficulties

While reading skills have developed over time, reading still requires great effort and is done at a slow pace

Rarely reads for pleasure

Slow reading of most materials-books, manuals, subtitles in films

Avoids reading aloud

Speaking

Earlier oral language difficulties persist, including a lack of fluency and glibness; frequent use of "um's" and imprecise language; and general anxiety when speaking

Often pronounces the names of people and places incorrectly; trips over parts of words

Difficulty remembering names of people and places; confuses names that sound alike

Struggles to retrieve words; frequently has "It was on the tip of my tongue" moments

Rarely has a fast response in conversations; struggles when put on the spot

Spoken vocabulary is smaller than listening vocabulary

Avoids saying words that might be mispronounced

School & Life

Despite good grades, often says he's dumb or is concerned that peers think he's dumb

Penalized by multiple-choice tests

Frequently sacrifices social life for studying

Suffers extreme fatigue when reading

Performs rote clerical tasks poorly

Strengths

Maintains strengths noted during the school-age years

Has a high capacity to learn

Shows noticeable improvement when given additional time on multiple-choice examinations

Demonstrates excellence when focused on a highly specialized area, such as medicine, law, public policy, finance, architecture or basic science

Excellent writing skills if the focus is on content, not spelling

Highly articulate when expressing ideas and feelings

Exceptional empathy and warmth

Successful in areas not dependent on rote memory

A talent for high-level conceptualization and the ability to come up with original insights

Inclination to think outside of the box and see the big picture

Noticeably resilient and able to adapt

© Sally Shaywitz, Overcoming Dyslexia, pp. 125- 127

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The signs of dyslexia can appear as early as preschool. Whether you're a parent or teacher- or think ...

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Trailer: The Big Picture: Rethinking Dyslexia | HBO Documentary Films

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Phonemic Awareness in Young Children: A Classroom Curriculum

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Amazon.com: Phonemic Awareness in Young Children: A Classroom Curriculum: 9781557663214: Adams Ph.D., Marilyn J., Foorman Ph.D., Dr. Barbara, Lundberg Ph.D., Ingvar, Beeler Ed.D., Terri: Books

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Reading Rockets modules on phonologic & phonemic awareness

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Reading Rockets modules on phonologic & phonemic awareness

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Learn the definitions of phonological awareness and phonemic awareness - and how these pre-reading listening skills relate to phonics.

Letter of completion

After completing this module and successfully answering the post-test questions, you'll be able to download a Letter of Completion.

Phonological awareness and phonemic awareness: what's the difference?

Phonological awareness is the ability to recognize and manipulate the spoken parts of sentences and words. Examples include being able to identify words that rhyme, recognizing alliteration, segmenting a sentence into words, identifying the syllables in a word, and blending and segmenting onset-rimes. The most sophisticated - and last to develop - is called phonemic awareness.

Phonemic awareness is the ability to notice, think about, and work with the individual sounds (phonemes) in spoken words. This includes blending sounds into words, segmenting words into sounds, and deleting and playing with the sounds in spoken words.

Phonological awareness (PA) involves a continuum of skills that develop over time and that are crucial for reading and spelling success, because they are central to learning to decode and spell printed words. Phonological awareness is especially important at the earliest stages of reading development - in pre-school, kindergarten, and first grade for typical readers.

Explicit teaching of phonological awareness in these early years can eliminate future reading problems for many students. However, struggling decoders of any age can work on phonological awareness, especially if they evidence problems in blending or segmenting phonemes.

How about phonological awareness and phonics?

Phonological awareness refers to a global awareness of sounds in spoken words, as well as the ability to manipulate those sounds.

Phonics refers to knowledge of letter sounds and the ability to apply that knowledge in decoding unfamiliar printed words.

So, phonological awareness refers to oral language and phonics refers to print. Both of these skills are very important and tend to interact in reading development, but they are distinct skills; children can have weaknesses in one of them but not the other.

For example, a child who knows letter sounds but cannot blend the sounds to form the whole word has a phonological awareness (specifically, a phonemic awareness) problem. Conversely, a child who can orally blend sounds with ease but mixes up vowel letter sounds, reading pit for pet and set for sit, has a phonics problem.

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Learn the definitions of phonological awareness and phonemic awareness - and how these pre-reading listening skills relate to phonics. Letter of completion After completing this module and successfully answering the post-test questions, you'll be able to download a Letter of Completion. Phonological awareness and phonemic awareness: what's the difference?

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R.I.S.E Arkansas Science of Reading Resources - The Science of Reading

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Families want to help their children become strong readers but don't always know where to start.

At the Mississippi Department of Education, we provide the necessary resources, activities and information, so you can help your children become strong readers and strong leaders.

The activities you will find are useful to all students at all levels. Families can move within the grades to provide their children with the activities that are on their level.

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We provide the necessary resources, activities and information, so you can help your children become strong readers and strong leaders. Get started today.

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Scientists and poets see the world differently. Scientists focus on predictability and order; they are therefore interested in how seemingly different entities are actually the same. Poets are more often interested in the individual, the unique. Carl Linnaeus looked at a butterfly and thought about ways that it was similar to other insects, even more similar to other butterflies, and interchangeable with butterflies of the same species. Robert Frost looked at a butterfly and saw something worthy of its own elegy.

Both perspectives have value, but they highlight a challenge for educators: How are we to think about individuality among students?

On the one hand, if we think like a scientist and focus exclusively on ways in which students are the same, we're likely to name "best practices" that we think are applicable to all students and mulishly apply those practices to students who are clearly not benefiting from them. On the other hand, if we think like a poet and focus exclusively on students' individuality, we won't benefit from prior experience. If every child really is unique, then when I contemplate how to teach Tiffany I can't be sure that she'll benefit from the methods I've used successfully with other students.

When presented with two extremes, one often assumes that the wise course lies toward the center. But we suggest that's not the case here. We should not envision a sliding scale of uniqueness and similarity and then pick a point on which we think the whole child can be located. Rather, we suggest three classes of differences that might apply to different characteristics of the child.

Class 1: Characteristics that all students share. All students do have certain things in common. Indeed, it would be astonishing if they didn't. After all, we don't expect that individual human beings will differ radically in the way that the stomach participates in the digestion of food or the heart contributes to circulation. Why, then, shouldn't there be commonalities in the fundamental features of cognition, development, emotion, and motivation?

Class 2: Characteristics that vary across students, but that are classifiable. Some characteristics that often differ across students may provide useful categories into which we can group individuals. This idea lies at the heart of learning styles theories, which may posit that there are, say, four learning-style categories into which individual students fall. Students within a category are fairly similar, and students in different categories are less so. Other examples of this approach are categorizing students by their ability level or by their interests.

The idea of categorizing students sounds pretty distasteful. Why wouldn't we treat each child as an individual? We might want to categorize kids for the same reason we categorize anything: It allows us to apply our experience. Consider that any apple I see is unique; I've never seen that particular apple before. But even acknowledging its uniqueness, I can identify a few features that allow me confidently to put it in the category "apple," and doing so means that I know much more about it: I know that it has seeds inside, I know that it makes a nice pie, and so forth.

Similarly, if I categorize a student as having an autism spectrum disorder on the basis of a few observable features of the student, that might tell me some things about the student that enable me to teach him or her more effectively.

So categorizing may have some advantages, but I should do so only under specific conditions. Students will reap benefits only if (1) the categories are meaningful; that is, kids within categories are more similar than kids in different categories; (2) I know which features to pay attention to so that I can categorize kids successfully; and (3) the distinction drawn by the categories is educationally meaningful; that is, my plan to treat students differently on the basis of the categories means that everyone in each category learns better.

Class 3: Characteristics that vary across students and are not classifiable. Some characteristics of students are deeply individual, and a teacher is unlikely to find useful ways to group kids on the basis of these characteristics. Examples might be students' background experiences and their personalities. What educators ought to do about this third class seems relatively uncontroversial. Successful teachers get to know their students as individuals-to understand and appreciate their tastes and quirks.

All three classes of differences are potentially important to successful teaching. But we argue that educators should pay greater attention to the first class-ways in which all students are the same. The available evidence strongly supports using our knowledge about common properties of students' minds (Pashler et al., 2007; Willingham, 2009), whereas the evidence for categorizing students is much less certain.

So what kinds of characteristics do we think all kids share? Common cognitive characteristics come in two varieties: (1) things that the cognitive system needs to operate effectively, and (2) methods that seem to work well to help most kids meet those needs. Identifying the former is a bit like specifying the vitamins, minerals, and other elements of a healthy diet; we'll call these must haves. Identifying the latter is like suggesting foods that are high in t he necessary elements and ways to incorporate these foods into the diet; we'll call these could dos.

Pointing out cognitive needs ( must haves) does not dictate pedagogical methods or lesson plans ( could dos)-just as listing protein as essential to maintain health, for example, does not prescribe which protein-rich foods to prepare, much less specific recipes.

Let's look at a few examples of cognitive characteristics that affect learning.

Factual knowledge. To think critically about science, or history, or literature, we need a lot of domain-specific knowledge (Penner &amp; Klahr, 1996). For example, one thinking skill in science is recognizing the importance of anomalous results. A surprising result tells you there is something to be learned in the data. But you can't be surprised by a result if you haven't made a prediction, and you need domain knowledge to make a prediction.

Here's a simple example. Suppose a teacher develops a demonstration to create interest in the concept of whether liquids are miscible. She has her students mix distilled water and olive oil. Then she has them mix distilled water (with blue food coloring in it) and a water-and-salt solution (with red food coloring). The students note that the first mixture rapidly separates into two visible layers, whereas the water and salt mix does not. But if the students don't know that liquids of different densities should separate, they will not be especially surprised or intrigued by the demonstration. Students can't develop thinking skills in isolation; they need to develop those skills as they acquire domain knowledge (Willingham, 2007).

Practice. It's important for students to practice some knowledge and skills until they become automatic-available immediately from memory, without calling on valuable (and limited) attention resources. The great mathematician and philosopher Alfred North Whitehead (1911) made this point vividly by noting that although we are often urged to make a habit of thinking about what we're doing, "The precise opposite is the case. Civilization advances by extending the number of important operations which we can perform without thinking about them" (p. 61). For example, students must know math facts automatically so that they don't have to calculate simple sums or products each time they are needed in a larger problem (Hecht, 2002). The best way to get such knowledge is to practice.

Feedback from a knowledgeable source. People cannot improve in skills-thinking, musical, athletic, whatever-without feedback. Sometimes that feedback is inherent in the performance. The comedian whose audience stares or walks out is getting clear feedback about his act, and the student who is trying to solve an algebra equation has at least some notion of whether she's got the right answer. But in either case, knowing that things are not going well is not the same as knowing how to do things better.

When students are learning a new skill, such as writing a good paragraph or analyzing an historical document, they need someone more knowledgeable to provide feedback. If the feedback can be immediate, so much the better. For one thing, if the feedback comes long after the work is performed, the student may have already lost motivation for the task. For another, the student may have forgotten the thinking processes that went into the work and thus will find it hard to remember why his or her choices seemed like a good idea at the time.

Saying that students must have factual knowledge is all very well, but what can educators do to accomplish this goal? Again, on the basis of learning characteristics that are generally true of all students, here are a few could dos, most of which would help students gain the factual knowledge they must have.

Distribute study time. One strategy to make fact learning more effective is to distribute study time. That is, if a class of 9th graders is going to spend a total of 60 minutes in class studying Spanish vocabulary, it's better to distribute that 60 minutes into three 20-minute sessions on different days, rather than to crowd all 60 minutes into a single day. Even more important, students should revisit this material weeks or months later (Cepeda, Pashler, Vul, Wixted, &amp; Rohrer, 2006).

Practice recalling facts. Another laboratory finding on learning that seems to apply well to the classroom is the benefit of querying oneself. The surprising truth is that probing one's memory in an effort to locate a bit of knowledge is an excellent way to ensure that the knowledge becomes permanently affixed in memory.

Suppose each of two science classes does a two-day project on magnetism. On the third day, students in one class listen to the teacher review the principles that the project illustrated, while students in the other class answer a series of questions that encourage them to recall those principles on their own. The second class will later remember the principles better. Once something is in memory, you're better off trying to remember the material than you are studying it again (Roediger &amp; Butler, 2011).

Cycle between the concrete and the abstract. Here's a final example of a could do. Abstract concepts-such as adaptation in biology, or a variable in mathematics, or irony in literature-are some of the most difficult to teach. A number of studies point to the best path to help students understand such difficult concepts. The answer is neither emphasis on the abstract nor emphasis on the concrete, but rather a cycling back and forth between concrete examples and the abstract principles, preferably with a broad variety of examples (Kalyuga, Chandler, Tuovinen, &amp; Sweller, 2001).

For example, one abstract definition of an adaptation is a change in an organism to make it better suited to live successfully in an environment. A teacher might offer varied examples. Body features might change to exploit a food source, as Darwin observed in the change in finches' beaks when different types of seed became more or less available. Adaptation can be symbiotic, as seen in the relationship between the clownfish and sea anemone; the clownfish eats invertebrates that could harm the sea anemone, and it gains protection from predators by the anemone's stinging cells. The continued integration of such examples with the abstract description of the principle helps students recognize the principle when they later encounter it in a different context.

Clearly, there are many examples from the cognitive and education literature of near-universal principles around which a good teacher may build his or her practice. In fact, closely observing a high-caliber teacher's classroom will reveal several of these principles interacting at any given time. Because many of these principles are supported by significant consensus in the scientific literature and are also reflected in craft knowledge, we can be fairly confident in committing ourselves to creatively exploring and deploying them. In contrast, the observation that not every student can do everything the exact same way at the exact same time should not lead to the overreaction of hyper-individualizing the curriculum.

Instruction geared to common learning characteristics instead of individual differences can obviously increase efficiency and produce more bang for the buck because the teacher no longer needs to teach different lessons to students assigned to different categories. But another cost saving is even more important-the cost of failure. Although the characteristics that students share are fairly well documented, the manner in which students differ is not. Thus, focusing instruction primarily on differences may not be as effective as one may hope. Further, individual difference theories typically argue for a more fluid and contextual perspective, making static categories rather unwieldy, if not plain impossible. That is, a student may process lessons in science differently than he or she does in art or history. If this student is assigned to the same group in both domains, we may actually be subverting the learning process.

Of course, students will differ with regard to how they respond to and benefit from any single instructional strategy in a given lesson. There is no doubt that students have individual differences that are both situational and preferential. And there is no doubt that effective teachers address these differences using their own experience as a guide.

But when it comes to applying research to the classroom, it seems inadvisable to categorize students into more and more specialized groups on the basis of peripheral differences when education and cognitive sciences have made significant progress in describing the core competencies all students share. Teachers can make great strides in improving student achievement by leveraging this body of research and teaching to commonalities, not differences.

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Teaching to What Students Have in Common - ASCD

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Scientists and poets see the world differently. Scientists focus on predictability and order; they are therefore interested in how seemingly different entities are actually the same. Poets are more often interested in the individual, the unique. Carl Linnaeus looked at a butterfly and thought about

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quote from Kelli Johnson on teaching adults

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quote from Kelli Johnson on teaching adults

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“…when it comes to reading we all have roughly the same brain that imposes the same constraints and the same learning sequence” (Reading in the Brain, Stanislas Dehaene, p. 218).  A person with dyslexia, regardless of age, will benefit from practices aligned with the science.  It is the frequency and intensity of those interventions that is key.  People with dyslexia require more opportunities to receive direct, systematic instruction from a highly qualified professional and with greater depth.

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The Reading League's Curriculum Review Tool

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The Reading League's Curriculum Review Tool

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Celebrating Black History & People with Disabilities - Preview

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Lots of information on dyslexia from UFLI -- lots of good stuff!

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Lots of information on dyslexia from UFLI -- lots of good stuff!

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University of Florida College of Education

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Our goal is to help parents, teachers and advocates of students with dyslexia expand their knowledge, refine their practice, and understand their rights.

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The Power Of Dyslexia about Famous Dyslexics

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Recommended by Jessica Ruger of Hamlin Robinson

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Recommended by Jessica Ruger of Hamlin Robinson

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particularly she mentioned the interview with Stephen Spielberg

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Friends of Quinn is a program of the National Center for Learning Disabilities that is an online resource for young adults with LDs.

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Orton Gillingham is an approach and not a program. It is a systematic approach to teaching literacy to individuals for whom reading, writing, and spelling do

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The updated second edition of Unlocking Literacy is here-and now pre- and inservice educators will have the very latest research and practical guidance on teaching good reading and spelling skills. Developed for general and special educators of students from prekindergarten to middle school and beyond, the new edition of this bestselling textbook arms teachers with the most recent developments in reading research and shows them how to apply their knowledge in the classroom to help all students learn.

Focusing on two interlocking skills-decoding and spelling-this textbook gets teachers ready to

promote students' print awareness and phonological awareness through letter naming, letter forming, and listening and speaking activities such as poetry and play

improve students' spelling skills by teaching the origins of English words, Anglo-Saxon base words, Latin affixes and roots, Greek combining forms, and multisyllabic words

help students understand and correctly use the components of the English language, including common consonant and vowel patterns, syllable patterns, common spelling rules, prefixes and suffixes, roots, nonphonetic words, and contractions

deepen older students' proficiency with language by introducing less common Latin roots and Greek combining forms, new words entering the English language, and lessons built around themes such as calendars and mythology

To help educators teach with confidence once they're in the classroom, this text is packed with practical, immediately applicable material. Educators will get engaging classroom activities (including 21 NEW activities suitable for use all students, including English language learners); lesson plans incorporating multisensory, language-based instruction; samples of student work; explanations of current research; and even more websites and reference material to strengthen their instruction.

An essential text for college and university courses on reading instruction-and an ideal professional development resource for inservice educators-this new edition of a classic bestseller will help teachers unlock literacy for all their students.

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reading and literacy;teaching methods and materials;reading and phonics;effective instruction;

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Multiple award-winning book on reading and spelling education that will transform how you think about English! Discover the method that D...

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phonemes with pom poms from the phantastic Alison Clarke 

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phonemes with pom poms from the phantastic Alison Clarke 

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Kid Zone! | Kid Zone! National Center on Improving Literacy

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Kid Zone! | Kid Zone! | National Center on Improving Literacy

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The Literacy Playground for Kids and Families!

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A list of the 44 phonemes in English, their 44 sounds and common spellings

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The Dyslexia Dude Blog (with an article by guest writer LeDerrick Horne) 

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The Dyslexia Dude Blog (with an article by guest writer LeDerrick Horne) 

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If you are dyslexic like me, you may have already highlighted the first few paragraphs of this post, selected the accessibility option to "Speak", and found your device is now effortlessly uttering these words. If you are dyslexic like me, it might feel a little dishonest to call this way of interpreting text "reading" - but let me assure you that you are reading. If you are a Black dyslexic like me, I encourage you to keep reading.

Some of you may be young readers who have just begun to connect with the words around you. Some may have found a refuge in the lyrics of MC's like Kendrick Lamar or the late Nipsey Hussle. For some of you, your minds are still whirling after listening to Amanda Gordon's spoken-word poetry performance during President Biden and Vice-President Harris' inauguration. No matter how you discovered the writing of Black artists, know that you have stepped across the threshold of a home which was built for you. This sanctuary's foundations are strengthened by contemporary authors like Ta-Nehisi Coates, Ibram X. Kendi and Chimamanda Ngozi Adichie. Keep moving forward into this expanse of ideas and narratives.

The past twelve months have been incredibly challenging for all Americans. In addition to a massive loss of life, the worst pandemic in living memory has dramatically altered the way we work, go to school, and socialize. For the Black members of the American family, many of us were just shaking off the lingering damage caused by the 2008 economic crisis when we were hit disproportionately hard by COVID-19. As the virus cut through our community, the killings of Ahmaud Arbery, George Floyd and Breonna Taylor reminded us of the predatory relationship we often feel while interacting with law enforcement officers and the larger criminal justice system.

As dyslexics, I know many of us are still haunted by the traumatic experiences we endured as struggling students. I have met adults with learning disabilities who flatly refused to pick up a book once they graduated from high school. What I am postulating here is that reading is more than an academic exercise to endure, or the occasional vocational necessity. Reading is self-care. Reading can be a means to connect with those who have lived through circumstances similar to your own. During the past year, I found myself desperately needing to hear from Black writers.

While watching President Trump refuse to openly condemn organizations like The Proud Boys, I went back to the writing of Octavia E. Butler. Like us, Butler was a Black dyslexic, and she stands as one of the most notable figures to write in the genre of speculative fiction. In 1998, Butler published "Parable of the Talents." Within this story, Butler presents a dystopian future where a 2023 presidential candidate named Senator Andrew Steele Jarret uses the campaign slogan "Make America Great Again." This charismatic leader courts the support of violent nationalist groups which are known to burn the homes of people that disagree with their beliefs.

Within the story, Butler's protagonist is a Black woman who analyzes Senator Jarrett's public statements by saying, "Jarret condemns the burnings, but does so in such mild language that his people are free to hear what they want to hear." Through Butler's fiction, we can find insights into the way real-life politicians play word games baiting supporters with nostalgia while refusing to condemn the more violent members of their base. Butler is just one example of the many Black writers you can turn to while seeking to make sense of today's political climate.

I hope you know the entire world of writing is at your disposal, and I want you to be free to explore any author you feel pulled to read. As a poet, and an advocate for people with disabilities, I believe wholeheartedly in the power that all art has to uplift and inform. In August 2013, The Yale Center for Dyslexia and Creativity organized a Multicultural Dyslexia Initiative. I was at this event, and one of the moments that stood out to me came during a Q&A with the singer and civil rights icon Harry Belafonte, which was facilitated by Reverend Keith L. Magee. I recall Belafonte saying, "If we remove the humanities from education, you are regulating people to be oppressed by prejudice and bigotry." I believe the words of Black writers are a well we can go to whenever we find ourselves thirsting for ways to address the prejudice and bigotry which has become so blatantly targeted at us in recent years.

My relationship with reading has always been complicated. I was first diagnosed with a learning disability at nine years old, and I remained a student in special education until graduation. The first books I remember looking forward to reading were secondhand comic-books. These books were given to me by a local barber who wanted to reward me for sitting patiently in his shop as I waited my turn for a haircut. I loved the artwork that helped to tell those superhero stories. The short bits of dialogue delivered in every speech balloon helped me to practice reading without becoming overwhelmed.

My first exposure to poetry were the Last Poet albums my mother played for me on Saturday mornings, when I was still in elementary school. The art of the Black Liberation Movement from the 1960's and 1970's was given to me as a gift from my mother who must have already seen signs I could not read as well as other children my own age. Poems like "When the Revolution Comes" and "On the Subway" informed my earliest understanding of the artist's role in political struggle.

As a college student, I benefited from using a disability support program on campus that enabled us to use academic accommodations like recorded versions of our textbooks. In one of my first English classes, Professor Benjamin V. Marshall assigned my class "The Norton Anthology of African-American Literature." The printed book also came with an audio CD of work songs like "John Henry" and speeches like Malcolm X's "The Ballot or the Bullet." These recordings were added to the anthology to honor our people's rich connection to the oral tradition. For me, words only come alive when I can hear them moving through the air.

Black dyslexics - there has never been a time where more content has been available to people who find reading difficult, and I encourage you to keep reading. Buy digital copies of books and let your screen reader translate the text into speech. Buy an audio version of a book and enjoy the author's words along with the reader's performance. If you should choose to wrestle with a printed text, please give yourself the gift of extra time and a quiet space to read. As a dyslexic, give yourself grace for not being able to immediately decode every word. Remember, the writers of those words love you. They applaud your effort and are thankful you chose to struggle with their prose or their verse.
LeDerick Horne is a poet, disability advocate, co-author of the book "Empowering Students with Hidden Disabilities: A Path to Pride and Success", and the creator of the video series "Celebrating Black History and People with Disabilities." www.lederick.com

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Finding Refuge in Reading: A Message to Black Dyslexics (Guest Blog)

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If you are dyslexic like me, you may have already highlighted the first few paragraphs of this post, selected the accessibility option to "Speak", and found your device is now effortlessly uttering these words. If you are dyslexic like me, it might feel a little dishonest to call this way of interpreting text "reading" - but let me assure you that you are reading.

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Through Your Child’s Eyes tool from Understood: Interactive media to understand what your child with a learning disability or attention issue goes through.

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If English isn't your first language, you know how frustrating it can be to master it. There are hundreds of words that have vastly different meanings despite sounding or being written the same way, and there aren't really any rules that can help you - you just have to learn them through trial and error. And to illustrate just how unnecessarily complicated the English language sometimes is, illustrator Bruce Worden started a fun project he called Homophones.

In his project, Bruce illustrates words that sound the same but have different meanings, and his illustrations are hilariously accurate. Check out some of the best ones in the gallery below, and if you want more, see our previous post here!

More info: Facebook | HomophonesWeakly.Blogspot.com | Amazon | h/t

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20 'Same' Words With Different Meanings That Many People Get Mixed Up Illustrated By Artist Bruce Worden | DeMilked

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If English isn't your first language, you know how frustrating it can be to master it. There are hundreds of words that have vastly different meanings despite sounding or being written the same way, and there aren't really any rules that can help you - you just have to learn them through trial and error.

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In our Famous Dyslexics series, we've talked about actors and actresses as well as successful businessmen. We've talked about how they've used determination and creativity to turn what most would see as a negative into something that gave them the drive to achieve. And through their struggles, we've seen that, while dyslexia takes away the ease of reading, it gives other gifts.

Dyslexia may be one of the most common language-based learning disabilities. Dyslexia Help estimates that 5 - 10% of the population has dyslexia. And while it was once believed that dyslexia occurred more frequently in boys, it is now believed that dyslexia affects boys and girls equally.

So, let's take a look at women, who have achieved despite (or because) of their dyslexia.

Erna Solberg - Prime Minister of Norway
"When you invest in a girl's education, she feeds herself, her children, her community, and her nation."

Erna Solberg was elected the Prime Minister of Norway in 2013 and had been serving as a leader of the Conservative Party since 2004. She was diagnosed with dyslexia at the age of 13 after struggling in school. She's always been open about her dyslexia and recently shut down a critic on her Facebook page.

Salma Hayek
"You've got to take who you are and love who you are and do the best you can with what you've got."

Born in Mexico, Hayek was diagnosed in her teens, although she did have great success in school. Rather than finishing college, Hayek moved to California to pursue acting, even though she didn't speak English. Her first film, Mi Vida Loca, launched her success and Hayek is considered one of the most successful actresses in Hollywood.

Dame Agatha Christie
"The secret of getting ahead is getting started."

This best-selling author has been translated into over 100 languages. She created the iconic Hercule Poirot, one of the greatest detectives of all time. Christie dictated her books. She was always known as "the slow one" in her family, and accepted it, claiming to be "an extraordinarily bad speller."

Eleanor Roosevelt
"You must do the very thing you think you cannot do."

The longest-serving First Lady of the United States, Anna Eleanor Roosevelt was a fierce fighter for human rights. Outspoken for racial rights from the first, Eleanor grew to become widely respected, holding her own press conferences, writing a syndicated newspaper column, and speaking at national conventions.

Whoopi Goldberg
"I am where I am because I believe in all possibilities."

One of ten people who have received an Emmy, Grammy, Tony, and Oscar Award, Whoopi is the first woman to receive the Mark Twain Prize for American Humor. She is an actress, singer-songwriter, comedienne, author, talk show host, and political activist. Self-diagnosed as "abnormally slow," Whoopi still felt as if she could do anything due to the support of her mother.

Want to know what it's like reading with dyslexia? In an effort to understand the difficulties of reading with dyslexia, a man created this webpage . It shows letters flipping and jumping and takes some pretty pointed concentration to make out the text. Try it out!
Do you know any other well-known, successful dyslexic women?

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Famous Dyslexic Women (Famous Dyslexics) - Aulexic

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Dyslexia may be one of the most common language-based learning disabilities. Dyslexia Help estimates that 5 - 10% of the population has dyslexia. And while it was once believed that dyslexia occurred more frequently in boys, it is now believed that it dyslexia affects boys and girls equally.