Dyslexia News
Qualified teachers in Iowa can become dyslexia specialists by completing an endorsement program coordinated by the Iowa Reading Research Center.
Summary of Program Admission Requirements
At least three years of teaching experience in a kindergarten–Grade 12 setting
Admission to the University of Iowa as a Nondegree Graduate Student
Completion of the program application form with accompanying required documents
May 15 Deadline
The program was approved by the State of Iowa in 2021. The first cohort of students in this program will begin coursework in the Fall of 2021. Applications for this cohort are due by May 15, 2021.
Self-Study Guide for Evidence-Based Coaching for Literacy: PreK–Grade 12
Laurie Lee and Kevin G. Smith February 2021
The purpose of this self-study guide is to increase the knowledge, skills, and ability of teachers to implement evidence-based instructional practices by improving the effectiveness of literacy coaching. This self-study guide is intended to help administrators, teacher leaders, and coaches determine which components of literacy coaching to prioritize based on the data collected. Sources of evidence for this review include coach schedules, lesson plans, professional development agendas, and similar documents, which self-study team members can review to assess whether an area of coaching is being sufficiently addressed. The components important to the implementation of coaching were identified based on a thorough review of the literature on literacy coaching.
This guide was developed in partnership with the Regional Educational Laboratory Southeast’s Improving Literacy Research Alliance. It was pilot tested with Wolfpack Works coaches, a literacy coaching program based at North Carolina State University
Conquering Dyslexia
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
Reading Comprehension Blueprint
Comprehension is a primary ingredient of reading success—but most educators aren't taught how to deliver structured comprehension instruction in their classrooms. K–8 teachers will find the guidance they need in this groundbreaking professional resource from Nancy Hennessy, former IDA President and an expert on reading comprehension. Meticulously researched and masterfully organized, this book offers a clear blueprint for understanding the complexities of reading comprehension and delivering high-quality, evidence-based instruction that helps students construct meaning from challenging texts.
Aligned with the science of reading and IDA's Structured Literacy approach, this book is a must for in-service educators and an ideal supplement to pair with core literacy textbooks. Today's teachers will get the essential knowledge and practical tools they need to help every student become a proficient reader—and build a strong foundation for school success.
Reading Comprehension Blueprint by Nancy E. Hennessey
Speech to Print
Speech to Print 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:
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
HL-Structured Literacy Framework in the Primary Grades (K-2) & (3-8)
The purpose of the k-2 course is to share a structured literacy framework to support foundational reading and writing knowledge and skills that include instruction and learning in phonology, orthography, semantics, syntax, and morphology (POSSuM).
The purpose of the 3-8 course is to share a structured literacy framework designed to support word knowledge (decoding and spelling multisyllabic words and vocabulary) and impact student's reading and writing knowledge and skills.
3-8 Course Number: 180280
HL - Understanding Dyslexia and Impact on Reading, Writing and Spelling
The purpose of this professional learning is to help educators have a deeper understanding of dyslexia. Educators will be able to define dyslexia, give characteristics of dyslexia or signs in children at different ages and stages of reading and writing development. The impact dyslexia can have on learning, reading, spelling, and writing will be shared. Structured literacy strategies and practices in the areas of phonology, orthography, and morphology for both reading and writing will be modeled. Principles from the Science of Reading will be embedded into the course.
Course Number: 201244
HL - Integrating Vocabulary Into Our Comprehension Instruction
During this course, participants will be examining research and evidence-based instructional practices for adolescent reading vocabulary and comprehension to plan for targeted instruction. Participants will leave with applicable methods to engage students that can be implemented immediately.
Course Number: 201152
