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Dyslexia Resources

RIDE is highlighting supports and resources of prominence regarding dyslexia research to help educators and families work together to better support students who struggle with reading.

Struggling readers may demonstrate signs of Dyslexia, a common language-based learning disability. The International Dyslexia Association believes that approximately “15-20 percent of the population as a whole—have some of the symptoms of dyslexia, including slow or inaccurate reading, poor spelling, poor writing, or mixing up similar words.” The impact of dyslexia for students varies. “Not all [students] will qualify for special education, but they are likely to struggle with many aspects of academic learning and are likely to benefit from systematic, explicit, instruction in reading, writing and language. (IDA, 2012)”

Excerpt from Rhode Island Comprehensive Literacy Guidance, page 127.

Rhode Island has adopted the International Dyslexia Association’s definition of dyslexia (https://dyslexiaida.org/definition-of-dyslexia/):

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. Adopted by the IDA Board of Directions, Nov. 12, 2002. 

 

General Understanding

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