Dyslexia, Dysgraphia, & Dyscalculia Resources

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. 

To find out more about what dyslexia is, what causes dyslexia, and how dyslexia is diagnosed, refer to the module below:

• Part 1 – What is Dyslexia?
  • Video overview
  • Presentation
  • Presenter’s Notes
• Part 2 – What Causes Dyslexia?
  • Video overview
  • Presentation
  • Presenter’s Notes
• Part 3 – How is Dyslexia Diagnosed?
  • Video overview
  • Presentation
  • Presenter’s Notes

There are many common assessments (e.g., WIAT, CTOPP) to evaluate students for language-based learning differences. If you would like to learn more about these assessments, what they measure, and what their scores mean, watch this presentation to deepen your understanding.

• General Understanding
  • Dyslexia Basics
  • Dyslexia in the Classroom: What Every Teacher Needs to Know
  • IDA Dyslexia Handbook What Every Family Should Know
  • Navigating the School System When a Child is Struggling with Reading or Dyslexia
• Instructional Supports
  • Reading Foundational Skills
  • Effective Reading Instruction for Students with Dyslexia
  • Delivery of Dyslexia Instruction
  • Strategies for Teachers
  • Literacy Expectations by Grade – and How Parents Can Support their Students (pg. 82-93)
• Assessments
  • Assembling a Test Battery for the Level 2: Dyslexia Screener
  • Menu of Research-based K-3 Universal Reading Assessments
  • Areas of Assessment
  • Tests for Dyslexia and Learning Disabilities
  • Examples of Dyslexia Screening Tools
  • Assessment Tools
  • Comprehensive Special Education Assessments Beyond RtI
  • Essential Components for Screening and Comprehensive Assessment
• Accommodations
  • List of Accommodations in the Classroom
  • Common Modifications and Accommodations
  • Accommodating Students with Dyslexia in All Classroom Settings
  • Helpful Hints for Teachers Accommodations-Modifications
  • Strategies to Support Struggling Readers Which Don’t Require a PH.D in Neuropsychology
• Connection to Response to Intervention (RtI)
  • Response to Intervention and Levels of Dyslexia Screening
  • Using RtI to Assess Student Progress
• Technology Resources
  • Useful Technologies to Support Students with Dyslexia
  • Technology Available for Mobile Devices
  • Apps for Dyslexia and Learning Disabilities
  • Assistive Technology Resources

According to the National Center for Learning Disabilities (NCLB), “Dysgraphia is the medical term used to describe a learning disability in writing. Dysgraphia affects a child’s visual-spatial processing, fine motor skills, and language processing skills.” Dysgraphia can interfere with spelling, speed of writing, and writing words on a page in an organized manner. The International Dyslexia Association (IDA) explains that that dysgraphia stems from a weakness in the ability to “store written words in working memory while the letters in the word are analyzed, or the ability to create permanent memory of written words linked to their pronunciation and meaning.” Moats & Tolman (2018) state that dysgraphia occurs when there is a “breakdown in the communication pathways between the mind’s image of a letter and the hand’s ability to produce that letter in written form.”

• General Understanding
  • What is Dysgraphia?
  • Understood: Understanding Dysgraphia
  • Understanding Dysgraphia
• Instructional Supports
  • Creating a Dysgraphia-Friendly Classroom
  • What Strategies Can Help Dysgraphia?
  • Teaching Cursive to Students with Dysgraphia
  • The Benefits of Teaching Cursive for Students with Dysgraphia
  • Video
• Assessments
  • Testing for Dysgraphia
• Accommodations
  • Accommodations for Students with Dysgraphia
• Connection to Response to Intervention (RtI)
  • HBIDA Resource Directory

    P. 37 How to Support Students with Dysgraphia
    P. 21 Benefits of Cursive Handwriting

  • Dysgraphia and IEPs
• Technology Resources
  • Software Programs for Kids with Writing Issues
  • 11 Apps to Help Kids with Note Taking
  • Assistive Technology for Writing
  • Dysgraphia Treatments

Dyscalculia is defined as a failure to achieve in mathematics commensurate with chronological age, normal intelligence, and adequate instruction. It is marked by difficulties with visualization; visual-spatial perception, processing and discrimination; counting; pattern recognition; sequential memory; working-memory for numbers; retrieval of learned facts and procedures; directional confusion; quantitative processing speed; kinesthetic sequences; and perception of time.

Terms for Dyscalculia

• Specific Learning Disability / Disorder in Mathematics (SLD-Math)
• Math Learning Disability / Disorder (MLD)
• Developmental Dyscalculia (DD)
• Acalculia
• Gerstmann's Syndrome
• Math Dyslexia or Dyslexia in Math
• Math Anxiety
• Numerical Impairment
• Number Agnosia
• Nonverbal Learning Disorder / Disability (NLD)

• General Understanding
  • What is Dyscalculia?
  • Dyscalculia Fact Sheet
  • Warning Signs of Dyscalculia
  • Dyscalculia and Dysgraphia – Math and Handwriting Difficulties
  • Books on Dyscalculia
• Instructional Supports
  • Principles for Teaching Students with Dyscalculia
  • Tips for Supporting Students with Dyscalculia
• Assessments
  • How to Assess for Dyscalculia
• Accommodations
  • Classroom Accommodations
• Connection to RTI
  • RTI for Dyscalculia
  • Remediation Suggestions
• Technology Resources
  • Assistive Technology for Math
  • Math Tools