Literacy for All: Equitable Practices for Reading & Dyslexia
Decoding Dyslexia Maryland and the National Center on Improving Literacy
Reading Instruction and Supplemental Interventions to Support Equitable Literacy Development
Jess Surles, M.Ed., Professional Development Literacy Coach at the National Center on Improving Literacy
This session will share evidence-based reading practices that can be used in response to screening to address students who show risks for reading difficulties or dyslexia. The session will address the critical nature of core instruction and the essential components of reading that are central to early literacy development and reading success. It will describe and model how to deliver evidence-based instruction and will leverage effective intervention practices, identified by the Institute for Education Sciences (IES) and NCIL, to support struggling readers and students with dyslexia. The session will also examine students who demonstrate substantial need for reading intervention that has not been successfully remediated through high quality, explicit core instruction, and supplementary supports. By the end of this session, participants will understand how and why (a) using evidence-based practices during reading instruction and intervention can support students with dyslexia, and (b) using evidence-based practices to deliver reading instruction can lead to higher literacy outcomes for all children, including students with dyslexia.
The research reported here is funded by a grant to the National Center on Improving Literacy from the Office of Elementary and Secondary Education, in partnership with the Office of Special Education Programs (Award #: S283D160003). The opinions or policies expressed are those of the authors and do not represent views of OESE, OSEP, or the U.S. Department of Education. You should not assume endorsement by the Federal government. Copyright © 2020 National Center on Improving Literacy.