Parent Resources

Helpful Guides about the IEP Process for Parents

The purpose of this page is to provide resources to help parents and guardians understand the IEP process. Getting the IEP can be a challenge, but it is also important to ensure the student's needs are addressed through the IEP process. It is very common for a child to receive an IEP, but receive ineffective interventions. DDRI is hopeful with the passage of the Right to Read Act, that schools will build more knowledge and awareness about early literacy and dyslexia to empower their teachers to empower all students. Click the image below for a collection of resources to help you learn more about dyslexia and the IEP process.

Watch the video above for helpful tips on how to advocate for your child. We highly recommend watching this video before attending an IEP meeting.

Decoding the System: Advocating for a child with Dyslexia

Dyslexia and the IEP

RI Personal Literacy Plans Guidance

Federal Government 20 U.S. Code § 6368 - Definitions.

Reading instruction in the general education classroom should include the explicit teaching of the essential components of reading.

Note- Explicit teaching means the teacher is using direct instruction to teach these skills. It is not left up to the child to discover. Once the teacher explains the skills, it is important that children practice and that the teacher is engaged in progress monitoring to identify weaknesses. Ask to see data in the following areas. A reading level is not evidence-based. It is important to see how well your child is performing on each of these subskills. Reading comprehension is the goal! If there are deficits in the subskills (phonemic awareness, vocabulary, fluency, phonics), a child will struggle with reading comprehension.

The Essential Components of Reading Instruction means explicit and systematic instruction in-

(A) phonemic awareness;

(B) phonics;

(C) vocabulary development;

(D) reading fluency, including oral reading skills; and

(E) reading comprehension

Federal Definition of Specific Learning Disability

Sec. 300.8 (c) (10)

Statute/Regs Main » Regulations » Part B » Subpart A » Section 300.8 » c » 1

(10) Specific learning disability—

(i) General. 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.

(ii) Disorders not included. Specific learning disability does not include learning problems that are primarily the result of visual, hearing, or motor disabilities, of intellectual disability, of emotional disturbance, or of environmental, cultural, or economic disadvantage.

Source: Individuals with Disabilities Act

Dyslexia & The Law

Understanding Interventions

Popular Programs Do Not Align with Scientifically-Based Reading

Is it a Good Idea To Teach The Three Cueing System?

LLI as a Reading Intervention-"no discernible effects on alphabetics (foundational skills needed for decoding) for beginning readers."

Does your child's school use Lucy Calkin's Reading & Writing Workshop? Read her letter about how this program effects dyslexia (She admits dyslexic children should receive OG/OG-Based interventions

Responses to Lucy Calkins


Dyslexia is the most prevalent and well-recognized of the sub-types of specific learning disabilities. -The National Center for Learning Disabilities

#SAYDYSLEXIA