UC|CSU Collaborative for Neuroscience, Diversity, and Learning

Introduction to Dyslexia and Literacy

Type:

Course

Duration:

1 hour

Authors:

Rachel Friedman Narr, Ph.D.; Sue Sears, Ph.D.; and Maryanne Wolf, Ed.D.

Developed by:

UC|CSU Collaborative for Neuroscience, Diversity, and Learning and UC|CSU Collaborative Dyslexia & Literacy Taskforce

Series:

Language, Literacy, and Dyslexia Series

Relevant categories:

Dyslexia Reading and Literacy

Access requires that you create an account or login.

Overview

The Introduction to Dyslexia and Literacy module describes key features of the most recent definitions of dyslexia and discusses the implications of these for educational practices. Included are case studies of students from diverse backgrounds and with differing reading profiles. The module concludes with strategies for consulting with families and future directions for research and instruction.

TPEs Addressed:

TPE 7.1 - Plan and Implement evidence-based literacy instruction (grounded in ELA/ELD Framework)
TPE 7.2 - Plan and Implement evidence-based Literacy Instruction (UDL, MTSS, California Dyslexia Guidelines)
TPE 7.3 - Asset-based Pedagogies
TPE 7.4 - Literacy instruction that is active, motivating and engaging (responsive to student language and literacy development)
TPE 7.5 - Foundational Skills
TPE 7.6 - Meaning Making
TPE 7.7 - Language Development
TPE 7.8 - Effective Expression
TPE 7.9 - Content Knowledge
TPE 7.10 - Monitor students’ progress using formative assessment practices (Screening, English learners, collaboration)
TPE 7.11 - Provide instruction in English language development

Keywords: Characteristics of Dyslexia, Consulting with Families, Definition of Dyslexia, Educational Considerations, Reading Disabilities, TPE 7

Learning objectives

Describe the major concepts of the most recent (2025) definitions of dyslexia
Apply the key features of definitions of dyslexia to case studies of three students whose ages, reading profiles, schooling, and life experiences differ
Discuss how multi-componential approaches to instruction and multi-tiered systems of support address the varying needs of students with dyslexia
Describe how the characteristics of dyslexia change over time in response to the increasing academic demands of the school-age years
Identify strategies for consulting with families.

Attachments

This resource has attachments. To view them, login or sign up.

Related items

The Reading Brain and Dyslexia

This module defines neurodiversity, provides an explanation of the evolution of the reading brain, identifies unique features of the dyslexic brain, and discusses the relationship between emotions and cognition. The module asserts that better learning and reading result when students are emotionally engaged through developmentally, culturally, and linguistically appropriate instruction that capitalizes on the assets that all pupils possess. TPEs Addressed: TPE 7.2 - Plan and Implement Evidence-based Literacy Instruction (UDL, MTSS, California Dyslexia Guidelines)

Course

1 hour

Screening and Assessment of Literacy Skills and Dyslexia

Beginning with an overview of assessment and multi-tiered systems of support (MTSS), this module addresses the importance of screening, provides examples of screeners, and discusses the process of assessing for special education services. The module also shares resources for families to access services for their child. Emphasized throughout are strategies for identifying and challenging educational systems that have maintained inequities. TPEs Addressed: TPE 7.2 - Plan and Implement Evidence-based Literacy Instruction (UDL, MTSS, California Dyslexia Guidelines) TPE 7.10 - Monitor students’ progress using formative assessment practices (Screening, English ...

Course

2 hours

Early Childhood and Dyslexia: Language and Literacy Development in Young Diverse Learners

This module focuses on the early language and literacy development of diverse young children and provides an overview of early markers of potential difficulties with literacy. The module provides both specific recommendations for classroom and home-based instruction, as well as resources for educators and parents. An important premise is that an understanding of the multifactorial risk and resilience model of dyslexia can help teachers break the cycle of academic and socio-emotional failure that is prevalent among underserved and educationally marginalized populations, particularly culturally and linguistically ...

Course

2 hours

Dyslexia and Multilingual/English Learners: Understanding Language and Literacy Considerations

This module provides specific examples of how to use students’ knowledge of their native language in learning to read in English, and includes discussion of the ELA/ELD Framework, culturally responsive teaching, Universal Design for Learning (UDL) and screening. Throughout the module emphasizes the importance of integrating spoken English proficiency with English language literacy development. The module concludes with an example of an Equity-based Language Assessment and an accompanying activity with resources. TPEs Addressed: TPE 7.1 - Plan and Implement evidence-based literacy instruction (grounded in ELA/ELD Framework) TPE 7.2 ...

Course

1 hour

Expanded Foundational Literacy Skills

The Expanded Foundational Literacy Skills module presents an understanding of foundational skills that both includes and goes beyond phonemic awareness, phonics, decoding, word recognition, and fluency. In this expanded view, we examine the critical role of all language processes (phonological, orthographic, semantic, morphological, and syntactic) to word recognition, fluency, and skilled reading. With an emphasis on explicit, systematic, and cumulative teacher-directed approaches, the module provides evidence-based, literacy related assessment and instruction appropriate for all learners. The module concludes with a discussion of structured literacy reading ...

Course

2 hours

Supporting Written Expression in Diverse Learners: A Developmental Perspective PK-Adulthood

This module presents characteristics of writing in diverse learners from the preschool years through adulthood. Effective assessment and instructional practices are described for learners who may or may not be at risk for reading difficulties, such as dyslexia. Throughout this module, writing is not only conceptualized as a powerful reflection of reading, but an extraordinary contribution to its development over time. TPEs Addressed: TPE 7.1 - Plan and Implement Evidence-based Literacy Instruction (Appropriate to children’s age, grade, development) TPE 7.2 - Plan and Implement Evidence-based Literacy Instruction (UDL, ...

Course

2 hours

Mythbusters: Dyslexia

This video dispels common misconceptions about dyslexia, including the idea that it’s simply “seeing letters backwards.” Educators will learn what dyslexia really is, how it affects reading and language processing, and how evidence-based interventions can support students with dyslexia in meaningful and effective ways. Produced by Sue Bin Lee and Andy Taing.

Video

9 minutes

Added on 7/1/2024 · Last updated on 7/1/2024