IDA’s Perspectives on Language & Literacy recently explored history, current realities and future possibilities related to the definition of dyslexia. This symposium offers a unique opportunity to hear from the authors of this issue and one of the original developers of IDA’s definition. Each will address varied viewpoints regarding then, now & next followed by a facilitated Q & A.
Emerson Dickman J.D.
The Origin of the Definition and Changing Purpose and Mission
The need for a definition of dyslexia has changed. Lyon’s questions have been answered; we know how children learn to read, why some have difficulty, and what can be done to help. The mission of the definition is now to get the vaccine to the needy and bridge the gap between research and practice.
Elsa Cardenas-Hagan, Ed.D.
Dyslexia Identification within a Response to Intervention and Instruction (RTI-2) Model
This talk will address considerations necessary for early identification and remediation of dyslexia within RTI-2 including evidence-based practices for literacy instruction, progress monitoring, screening and rescreening. Participants will learn about the RTI-2 challenges and potential solutions for fidelity of implementation.
Linda Siegel, Ph.D.
Assessing Dyslexia: The Way It Is and the Way It Should Be
Current assessment for determining whether an individual has dyslexia typically includes an IQ test, measures of some cognitive processes, and some achievement tests. Evidence indicates that IQ test and cognitive measures are not necessary. This presentation will speak to the use of achievement tests and a systematic analysis of correct responses and errors to provide a valid and useful diagnosis of dyslexia.
Susan Brady, Ph.D.
Research Advances: Implications for Understanding Dyslexia
Since IDA published the 2003 Definition of Dyslexia (Lyon, Shaywitz & Shaywitz), research evidence has accrued that augments our understanding of dyslexia. This talk will summarize pertinent research regarding dyslexia, the need for modifications in the definition, and implications for practice.
Timothy Odegard, Ph.D., CALP
Meeting the Needs of Individuals with Dyslexia Requires a Focus on All Teachers of Reading
This presentation will use various sources of data from published and ongoing research to highlight the very real need to elevate the knowledge and practice of all teachers of reading. Multiple factors are highlighted that motivate this approach in order to help ensure that individuals with characteristics of dyslexia are identified and provided instruction to address their needs.
Elsa Cardenas Hagan is a national IDA board member-at-large. Nancy Hennessy, Emerson Dickman, Elsa Cardenas Hagan, Linda Siegel, Susan Brady and Timothy Odegard have no nonfinancial relationships to disclose.
The Consulting Network