dyslexia: insights and current understandingsaimvaseptember2015.pbworks.com/w/file/fetch... ·...
TRANSCRIPT
Mary Murray Stowe, M.Ed.
TTAC at the College of William and Mary
And the Virginia Department of Education
(AIM VA November 2015 and AIM VA September 2015http://tinyurl.com/p5quddp )
( VCASE May 2015 http://tinyurl.com/n85ec97 )
http://ttacwm.blogs.wm.edu/dyslexia-insights-and-current-understandings/
Dyslexia: Insights and Current Understandings
Learn to Read Simulation
Adapted from the Northern CaliforniaBranch of IDA Simulation Kit
Reactions?
Aha’s?
Insights?
Learn to Spell Simulation
From the Northern CaliforniaBranch of IDA Simulation Kit
Guidance: IDA, VA Administrative Code, and OSERS
7
Dyslexia is a specific learning disability that is
neurobiological in origin. It is characterized by
difficulties with accurate and / or fluent word
recognition and by poor spelling and decoding
abilities.
Adopted by the IDA Board of Directors, Nov. 12, 2002. This definition is also used by the
National Institute of Child Health and Human Development (NICHD) and is in the
Virginia and Federal Regulations.
8
These difficulties typically result from a deficit in
the phonological component of language that is
often unexpected in relation to other cognitive
abilities and the provision of effective classroom
instruction. Secondary consequences may include
problems in reading comprehension and reduced
reading experience that can impede growth of
vocabulary and background knowledge.
Dyslexia within the Virginia Code: (1 of 2)
8VAC20-81-10. Definitions…
"Specific learning disability" means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.
From the Virginia Administrative Code: http://leg1.state.va.us/cgi-bin/legp504.exe?000+reg+8VAC20-81-10
(2 of 2) Dyslexia is distinguished from other learning disabilities due to its weakness occurring at the phonological level. Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.
(§ 22.1-213 of the Code of Virginia; 34 CFR 300.8(c)(10))
Guidance from OSERS
From the definition within the Virginia Administrative Code:
What are the key take aways from the definition?
neurobiological in origin
deficit in the phonological component of language
unexpected
13
Gabrieli, 2015
Gabrieli, 2015
Cause or Consequence?
© 2009 Sopris West® Educational Services. No portion of this presentation may be reproduced without
permission from the publisher.
Terminology Counts! Defining the “Phon” WordsExercise 1.1: Phonology Terms Graphic Organizer
Phonological
Processing
speech
perception
production
metalinguistic
awareness
syllable
onset-rime
phoneme
phonological
memory
PWM
retrieval
naming
phonics
graphemes
syllables
morphemes
p. 16
Phonics is
not a
phonological
processing
issue.
Moats, 2009
Possible symptoms of poor phonological working memory:
Not able to accomplish multiple steps
Forget all sounds in sound blending
Not able to identify discrete sounds within a word or segments of a word, phrase, or sentence
Loses track of the story
Cannot remember phone numbers
Cannot remember sounds within multisyllabic words Moats, 2009
“unexpected”
….unexpected in relation to other cognitive abilities and the provision of effective classroom instruction…
Students with phonological processing issues may not be dyslexic. The issue must be unexpected in relation to other skills. Requirements for the identification for SLD do not include and are not a result of intellectual challenges, a hearing issue, low SES, inadequate instruction, and so on….
Prevalence
Prevalence of a Specific Learning Disability:
SLD is the highest incidence of students receiving special education services (42% of the 5.7 million school-age children with all kinds of disabilities.
There are 2.4 million American publicschools students (approximately 5 % of the total public school enrollment)identified with SLD under IDEA.
75 to 80% of special education students identified as LD have their basic deficits in language and reading (National Institutes of Health)http://ldaamerica.org/support/new-to-ld/
State of LD, 2014
Depending on the definition used, 5% to 10% (20%) of the population is considered to have dyslexia; however, because of the nature of the definitional issues…, an estimate of prevalence is specific to a particular sample and to the definition used in a study.
(Siegel, 2006)
Prevalence and DefinitionsEstimates range from 5 to 20%
The Shaywitz from Yale Center on Dyslexia and Creativity report 5 to 17%
Moats and Dakin, 2012 report 15 to 20% of population has
characteristics through an IDA Fact Sheet
Mayo Clinic through an Epidemiological (incidence of) Study,
Rochester, Minnesota reports 11%
Maryanne Wolf reports 10% during a 2015 Presentation in Fairfax Co.
Assessment
Study for Dyslexia Screener for Kindergartners: (Please read this study)
http://leg2.state.va.us/dls/h&sdocs.nsf/fc86c2b17a1cf388852570f9006f1299/cbf35e67f28c8b328525773f005a73e6/$FILE/SD4.pdf
The study results indicated that PALS was sufficient to identify a reading challenge. A rapid naming component (RAN) was suggested as a possible enhancement as well as a mid-year screening.
If you suspect a reading challenge from the PALS’ results, additional testing may be done to provide appropriate interventions.
If you suspect a disability from the results of the PALS screener, the student should be referred for evaluation.
Assessment for Four Purposes:
Evaluation of the effectiveness of a program
Screening to determine risk for reading difficulty and need for additional intervention
Progress monitoring to determine if adequate progress made or need more intervention to achieve grade level reading outcomes
Evaluate/diagnosis to help plan instruction by providing information about skills and instructional needs
(Moats, 2005)
What are we assessing?
• Family history
• General intellectual functioning
• Information on cognitive processing: language, memory, auditory processing, visual processing/visual motor integration, reasoning abilities and executive functioning
• Specific oral language skills related to reading and writing success
• Phonological processing
• Determine level of functioning in basic skill areas of reading, spelling, written language, and math
(NCLD, 2013 via Rosenberg 2015)
Typical Characteristics
Typical Characteristics by Grade
No two individuals with dyslexia are alike!
These variations can be considerable according to the:
• Severity of the problem
• Duration of the problem
• Responsiveness of the problem to instruction
• Relative difficulty a person has with related aspects of reading, spelling, writing, math, or language learning
• Co-existing conditions
• Co-existing strengthsMoats and Tolman, 2009
Slides were deleted for posting on the wiki as they a copyright protected.
https://www.youtube.com/watch?v=e2qX-afcGIwWhat could a dyslexic look like in the classroom?
Instruction
Literacy Timeline – How did you learn to read?Rozzelle and Scearce, 2009
Reading Instruction: Multisensory and Structured
Students with dyslexia and other reading challenges benefit from reading instruction that is structured, systematic, direct, sequential, cumulative, and multisensory. (Birsh, 2011; Moats and Dakin, 2008)
Multisensory Structured Language Instruction
E-Learning Series from TTAC WM
http://education.wm.edu/centers/ttac/resources/webinar/languageinstruction/index.php
What programs do you have available in your division to address this need? What teachers have received training in multisensory structured language approaches or programs to address this need?
http://www.winsorlearning.com/images/downloads/pdf/find-out-more/IDA-Matrix-of-Multisensory-Language-Programs.pdf
Examples of Multisensory Structured Language Instructional Approaches and Programming:
Orton Gillingham Approach SlingerlandAlphabetic Phonics Sonday SystemAssociation Method Sounds in SyllablesLanguage! Spalding MethodLexia – Herman Method Starting OverLindamood-Bell Wilson FundationsProject Read Wilson Reading
Teaching is done using all learning pathways in the brain (visual/auditory, kinesthetic-tactile) simultaneously in order to enhance memory and learning.
IMSLEC
What?: Multisensory
Why?: Multisensory
Information can be processed on a modality-specific basis [visual, auditory, kinesthetic etc.], but when they converge and the information is integrated in the brain stronger neural pathways are created.
Performance enhancement is greater for multisensory than unisensorystimuli.
Multisensory Integration in the Brain, 2015
Paul J. Laurienti, M.D., Ph.D. Department of Radiology, ANSIR, Advanced Neuroscience Imaging Research, Wake Forest University
Copyright©2014 MZecher
Judith Willis, in Research-Based Strategies to Ignite Student Learning, suggests that the more sensory areas used in learning a task, the stronger the neural connections, the associations for learning, memory and fluency.
Simultaneous and alternative deployment of visual, auditory, kinesthetic, and tactile sensory modalities that supports the connection of oral
language with visual language symbols Birsh, 2010
Multisensory approach promotes active
engagement to enhance learning.
Farrell and Sherman, 2011
The structure of the language instructionprovides the power. Farrell and Sherman, 2011
Instruction must be:direct,
systematic,and
sequential.
Henry 2008
What do we mean by the structure of the English language?
Phases of Word Reading Development (Ehri’s Model, 1996)(How reading and spelling develop… Cain, 2011 and Moats, 2010)
Pre-alphabetic context dependent; incidental visual cues
Early Alphabetic (Partial alphabetic)
initial letter, salient consonants; letter name knowledge,partial phoneme awareness
Later Alphabetic (Full alphabetic)
recognition of chunks, grapheme-phoneme connections,more elaborated phoneme awareness
Consolidated Alphabetic
sequential decoding and fluent analogizing to larger units; phoneme, syllable, morpheme and speech-print connections; phoneme and morpheme awareness
http://sopriswest.http.internapcdn.net/sopriswest_vitalstream_com/Elearning/LETRS/LETRS_Mod5Chp2/html/ehri_s_model_of_word_recognition.html
Wh
at d
o w
e m
ean
by
the
se
qu
en
ce o
f in
stru
ctio
n?
Multisensory Language Instruction Pilot ProgramSuperintendent’s Memo of April 17, 2015http://doe.virginia.gov/administrators/superintendents_memos/2015/093-15.shtml
Classroom Educator (CE) Orton Gillingham Approach instruction was provided to teachers in Virginia this summer with follow up throughout the 2015 – 2016 school year through the TTACs across the commonwealth and the CE Certification process.
•http://ortonacademy.org/academy-of-orton-gillingham-video.php
The Orton-Gillingham instructional approach is a direct, systematic approach to teaching language structure for reading remediation. It
is designed to address the needs of struggling readers who have difficulty with reading, spelling, and writing including those with a
specific learning disability such as dyslexia.
Let’s examine several aspects of Orton-Gillingham approach to instruction; this
approach is modeled in other intensive intervention reading programs as discussed previously, but can be used in the general
education classroom as well.
The Orton-Gillingham Approach follows seven (7) tenets when providing instruction:
MultisensoryDirect & Explicit Language BasedStructured, Sequential & Cumulative Diagnostic/Prescriptive Cognitive
Emotionally Sound cycle)
Scarborough (2001) htt
p:/
/so
pri
swes
t.h
ttp
.inte
rnap
cdn
.net
/so
pri
swes
t_vi
tals
trea
m_c
om
/Ele
arn
ing
/LET
RS/
LETR
S_M
od
5C
hp
2/h
tml/
scar
bo
rou
gh_s
_rea
din
g_ro
pe.
htm
l
Orton-GillinghamLesson Plan
Phonemic Awareness ActivitySymbol to Sound (salmon/white cards)Alphabet Sound to Symbol (yellow
cards)Review Words for ReadingReview Words for Spelling (SOS Dictation)New Words for ReadingNew Words for SpellingHandwritingOral Reading
Multisensory LessonPlan (Birsh, 2011)
Alphabet Knowledge and Phonemic Awareness
Reading DecksSpelling DeckMultisensory Introduction of Letter or
ConceptReading Practice for Accuracy and
FluencySpellingHandwritingComprehension and Listening
StrategiesOral Language Practice and Composition
Irregular Words 15%Categories – 10%Learned Words – 5%
Basic Patterns of Language Structure
Basic Phonetic Patterns85%
Lund and Cheatum, 2004
Structural analysis Moats, 2015
Instructional Component Approximate Time
VA 2011 English Standards of Learning
Alphabet Knowledge and Phonemic AwarenessAlphabet Knowledge – students touch and name the letters of the alphabet in sequence as warm-up; students can match plastic uppercase letter to a grid of alphabet letters on a mat (FCRR, Activity P.003, Alphabet Arc)Phonemic Awareness – ask students if these words rhyme, examples – pill/hill, tip/hip, yes/my, run/sun, mice/nice, now/nap.
5 minutes K.7, K.11, 1.5, 1.6, 1.11, 1.12, 2.5
Reading Rope : Word Recognition Strands
Alphabet Knowledge
Alphabet Activity P.003http://www.fcrr.org/Curriculum/pdf/GK-1/P_Final_Part1.pdf
B
NAlphabet Archttp://youtu.be/PJPs_Sx4eG0
c a t
C a t
Alphabetic Knowledge
e b f
takefakebake
bakerskatebrake/break
streak/skaterkaratebasketbreakfast
Making Big Words – Cunningham and Hall
makemaker rake
Phonemic Awareness
/k/ /a/ /t/
By sounds (phonemic awareness)
Segment by phonemes:
Said a book-reading parrot named Hooey,“The words in this book are all phooey.When you say them, your lipswill make slips and back flipsand your tongue may end up in Saint Looey!”
Dr. Seuss, 1979
Phonemic Awareness: http://youtu.be/sbp3kl14R1c
Phonological/Phonemic Awareness Development Continuum
Word Comparison Easy
Hard
Rhyme
Sentence Segmentation
Syllable Segmentation/Blending
Onset-Rime Segmentation/Blending
Blending/Segmenting Individual Phonemes
Phoneme Deletion/Manipulation
Gibbs 2012
Beginning Lesson Plan: Instructional Component
Approximate Time
VA 2011 English Standards of Learning
Reading Decks (http://neuhaus.org/decks/ ) Show letter cards (FCRR, Activity P.002, Letter Cards) for quick drill for student to name.Give key words and sounds: I, t, p, n, s, a, l, d, f, h, g, o (can use Ron Yosimoto’s Primary Card Deck in file - Basic)Use irregular word deck (http://neuhaus.org/decks/ ): said, the, of, on. High Frequency Words might be used as well (FCRR, Part Five Activity Packet)
3 minutes Reading Decks – Standards listed above and
Phonemic Awareness –K.4, 1.4, 2.4
Irregular Word Deck and High Frequency Word Deck –1.6
Reading Rope: Word Recognition Strands
Reading Deck Cards
ab
Letter Naming Deck
b
Letter Naming
m
h
k
Keyword and Sound Deck
Keyword and Sound Card
pre-
-s
bi-
de - port - ment
de port ment
Affix and root can be created for morphology reading decks.
Beginning Lesson Plan: Instructional Component
Approximate Time
VA 2011 English Standards of Learning
Spelling Deck/DictationExample: Using a spelling deck (cards bearing letters and sounds introduced for reading), Procedure: - dictate sounds to student,the student: a) repeats the
sound(s), b) says the letter name(s), and c) writes them on a board or paper: short /i/, /t/, /p/, /n/, /s/, short /a/, /l/, /d/, /f/, /h/, /g/, /o/ and so on.
5 minutes Standards appropriate to the example: Phonemic Awareness –Standards Listed Above
Or the Standards applicable to the concept being assessed through the Dictation.
Reading Rope: Word Recognition Strands
Teacher says: /k/
Students says: /k/ (sound), c, k, and final ck (letters)
Student writes: c, k, and final ck
This activity can be expanded to includediagraphs, diphthongs, or word parts. The most frequently used spelling will be targetedfirst.
S.O.SSimultaneous Oral Spelling
Teacher pronounces word (or phoneme)Student repeats word (or phoneme)Student isolates sounds (often using finger spelling)Student spells word (or phoneme) aloudStudent writes, naming each letter as he/she forms it or making
the sound of each phoneme Student reads word (or phoneme) aloud
Some teachers pronounce the word, use it in a sentence, and repeat the word before the student repeats and spells the word Often, when the student has completed word dictation, the instructor will have him/her read the entire list of words aloud.
Let’s practice together!
Beginning Lesson Plan: Instructional Component
Approximate Time
VA 2011 English Standards of Learning
Multisensory Introduction of Letter or ConceptExample: Provide multisensory introduction of digraph ng using guided discovery of sound, letters, key words, and mouth position.Discovery words might be: sing, sang, sting, ding.Reinforce with sky writing, handwriting, reading the sound, and spelling the sound.Possible concepts to introduce might be the syllable types, spelling patterns, and spelling
generalizations.
5 minutes Standards appropriate to the example: K.7, K.11, 1.5, 1.6, 1.11, 1.12, 2.5
Reading Rope: Word Recognition Strands
Trace, Copy, Cover, Eyes Averted Procedure
• Trace the letter three times (verbalizing while writing)
• Copy the letter three times (verbalizing while writing)
• Write the letter three times without a written prompt (verbalizing while writing)
• Write the letter three times with eyes averted or closed (verbalizing while writing; circle the best one)
Syllables Types to Introduce:
Closed Syllables with Spelling Patterns – VC, CVC, CCVC, CVCC, CCVCC
Vowel-Consonant-EOpen SyllablesR-controlled SyllablesConsonant-le SyllablesVowel Team Syllables
Spelling Generalizations, and so on……
If students are able to recognize and read closed syllables, they will be able to read almost 50% of running text.
(Moats 2009)
A sequence for syllable instruction is present within the Virginia Standards of Learning Curriculum Frameworks in Grades One and Two.
Vowel Consonant E: http://youtu.be/TB0KGwTLkhc
Rabbit Rule (VCCV)
Examples:
rabbit, napkin, clutter, basket, litter, sudden
Animal Shapes for SyllableDivision Rules
Beginning Lesson Plan: Instructional Component
Approximate Time
VA 2011 English Standards of Learning
Reading Practice For Accuracy And FluencyExample: Students prepare and read orally closed-syllable words: hint, stand, tint, slop, split, spat, spin, snap, nips, plant. Dad lifts the sand in a tin pan. (Can use FCRR – Part Seven Activity Packet Syllable Patterns and Morpheme Patterns)Use this portion of the lesson for the syllable type studying, and combine with spelling patterns (Keystone - Lund and Cheatum, 2004).
5 – 10 minutes
Standardsappropriate to the example:
1.4, 1.6, 2.4, 2.5, 3.3
Reading Rope: Decoding/Spelling and Phonological Awareness Strands
Beginning Lesson Plan: Instructional Component
Approximate Time
VA 2011 English Standards of Learning
Spelling Example: Give warm up, with review of sounds to be spelled: short /i/, /t/, /s/, /a/, /l/, /f/, /h/.Review the Floss Rule (can use Ron Yosimoto’s worksheets found in Rules and Generalizations within file –Rules and Generalizations) and spell these words: sniff, tiff, staff, till, hill, spill.
5 – 10 minutes
Standards appropriate to the example: K.1, K.5, K.12 (spell phonetically), 1.1, 1.6, 1.12, 1.13,2.5, 2.13, 3.3. 3.4, 3.10, 4.8, 5.8
Reading Rope: Word Recognition Strands
S.O.SSimultaneous Oral Spelling
Teacher pronounces word (or phoneme)Student repeats word (or phoneme)Student isolates sounds (often using finger spelling)Student spells word (or phoneme) aloudStudent writes, naming each letter or making the sound of each
phoneme in the word as he/she forms it Student reads word (or phoneme) aloud
Some teachers pronounce the word, use it in a sentence, and repeat the word before the student repeats and spells the word Often, when the student has completed word dictation, the instructor will have him/her read the entire list of words aloud.
Beginning Lesson Plan: Instructional Component
Approximate Time
VA 2011 English Standards of Learning
HandwritingExamples: 1) Students practice writing d on folded newsprint paper or regular paper. Students trace the letter three times while listening to guided stroke description: “Curve under, over, stop, back around, up, down, release.” Student make three copies, saying the letter name each time. 2) Students will incorporate this section within other sections of the lesson plan.
5 – 10 minutes
Standards appropriate to the example:
K.11, 3.8
Supports Reading Rope Strands
Cursive Writing is part of all multisensory approaches and
methods.
Cursive writing allows students to engage in the procedures and learning with movement.
Cursive writing has been said to assist with blending (Birsh, 2005 and 2011).
Cursive eliminates or lessens reversals.
Cursive promotes writing (handwriting) fluency (Birsh, 2005 and 2011).
Beginning Lesson Plan: Instructional Component
Approximate Time
VA 2011 English Standards of Learning
Comprehension and Listening StrategiesExample: Read “The Tortoise and the Hare” to students.Have the students retell the fable with graphic organizer for stories (simple story map).
10 minutes Standards appropriate to the example:
K.9, K.10, 1.9, 1.10 , .1, 2.8, 2.9, 3.5, 3.6, 4.5, 4.6, 5.5, 5.6
Reading Rope: Language Comprehension Strand
Decodable Text: http://youtu.be/EmI2jexBSK0
Retelling Strip Oliver 2011
(Adapted from Moreau/Fidrych 1994)
and other retellingdevices…
K.8, 1.1b, 1.9, 2.8 and so on….
Intermediate Lesson Plan: Instructional Component
Approximate Time
VA 2011 English Standards of Learning
Extended Reading and Writing Goal is accuracy, fluency, and
comprehension. Students read from connected decodable text with controlled vocabulary that is geared to the students’ levels.
Students write sentences using vocabulary they are reading and spelling.
10 minutes 3.5, 3.6. 4.5, 4.6, 5.5, 5.6, 6.5, 6.6, 7.5, 7.6, 8.5, 8.6
Reading Rope: Language Comprehension Strand
The strategies for comprehending…..
Processes/Strategies: Connecting (SOLs K.9 to …… )Questioning (SOLs K.9 to …… )Predicting (SOLs K.9 to …..)Imaging (Visualizing) (SOLs 4.5g to ……)Inferring (SOLs 4.5h to …… )Determining importance (SOLs 2.8 to ….. )Synthesizing (SOLs 10.5g to ……. )
These skills begin early in the SOLs then build and combine through the 12th grade.
Hall, 2011
Beginning Lesson Plan: Instructional Component
Approximate Time
VA 2011 English Standards of Learning
Oral Language Practice and CompositionExample: Introduce vocabulary: boasted, plodding, patient.Have students find and discuss meanings for the descriptive words from the story. Use words in sentences, and enter words in the vocabulary section of their language notebook.
10 minutes Standards appropriate to the example:
K.8, 1.2, 1.7, 1.8, 1.11, 2.2, 2.6, 2.7, 3.1, 3.2, 3.4, 4.2, 4.4, 4.7, 5.4
Reading Rope: Word Recognition andLanguage Comprehension Strands
Nagy (2007) proposed that teaching morphological awareness and decoding in school may be the way to narrow the achievement gap for children whose families differ in education and income levels, as well as ethnic or racial backgrounds.
http://neuhaus.org/readingteachersnetwork/The Reading Teacher Network from Neuhaus in Texas
http://learningabledkids.com/reading/proven_reading_programs.htmLearning Abled Kids – Orton Gillingham Reading Programs
http://www.fcrr.org/for-educators/sca.aspFlorida Center for Reading Research – Student Center Activities
Teaching Tips for All Educators:
Give prompts and clues when students have phonological memory, retrieval, and naming problems….
• Write down key words, cues, and phrases;
• Use visual prompts and graphic organizers;
• Pose a “choice” question;
• Give the first sounds if you know the word for which the student is searching;
• Ask students to repeat words orally; and
• Review and summarize often (check for understanding).
Moats, 2009
Supplementary Aids/Services, and Testing Accommodations :
• Audio text/read aloud or audio version
• Note-taking assistance or record information provided for note-taking
• Provide visual cues and graphic organizers
• Extra time
• Systematic, explicit, instruction in reading
OSEP Ideas That Work -
https://www.osepideasthatwork.org/toolkit/accommodations_manual_b.asp
Understood.org –
https://www.understood.org/en/school-learning/partnering-with-childs-school/instructional-strategies/at-a-glance-classroom-accommodations-for-dyslexia
Assistive Technology
AIM VA -http://doe.virginia.gov/administrators/superintendents_memos/2015/004-15.shtml
Jamie Martin - http://www.atdyslexia.com/assistive-technology/
Dyslexia Help at University of Michigan-http://dyslexiahelp.umich.edu/tools/software-assistive-technology
LD Guidance Document from VDOE -http://www.doe.virginia.gov/special_ed/disabilities/learning_disability/learning_disabilities_guidelines.pdf, page 6
Organizations Involved with Dyslexia and Improved Reading for All Students:
Decoding Dyslexia Virginia
International Dyslexia Association
The Virginia Branch of the International Dyslexia Association
Yale Center for Dyslexia and Creativity
The Dyslexia Foundation
Society of Scientific Studies of Reading