Understanding your Important Role in Literacy Instruction
The costs are too high when schools do not align core reading instruction with cognitive science and scientifically-based reading instruction. Early identification and intervention for students at risk of having a reading disability are crucial components to help all students succeed. Use this section to learn more about literacy instruction to help make sure all students have the opportunity to read and write to be successful citizens. Literacy cannot be a privilege.
Identifying Systemic Challenges
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Understanding Dyslexia in the Context of Literacy Instruction
Evaluating District Literacy Curriculum, Instruction, and Reading Interventions
Knowledge of Practice Standards for Teachers of Reading (create a survey to guide Professional Development and to identify strengths and weaknesses)
The Language Basis of Reading (Speech Pathologists play an important role for interventions)
Selecting and Evaluating Literacy and Reading Interventions
What is Needed?
Explore the systemic issues listed above impacting literacy outcomes for students
Analyze district data. How many students are meeting reading benchmarks? How many students are receiving RtI services or were placed on a Personal Literacy Plan? How many students did the district identify as dyslexic (SLD in basic reading and/or fluency)? Is your RtI triangle upside down (too many students qualify for Tier 2 and Tier 3 interventions)?
How is your district going to comply with the Rhode Island Right to Read Act? How is your district going to revise its comprehensive literacy plan to align?
How are students being screened for possible reading struggles? Are the sub-skills of reading being monitored? Assessing & Addressing Dyslexia Section. Utilize the guide to assessments and decision-making document created by the AIM Institute posted by RIDE. Students struggle with reading for different reasons. It is important to identify the individual needs of students. Ask the district to provide data (how many kids were identified at risk for having a reading disability? How many students are being provided a structured literacy intervention? What intervention programs are districts using? How is the data being shared with parents?).
Create an anonymous teacher and parent survey to determine areas of need or concern. It is common that teachers are told not to openly discuss concerns that a child shows characteristics of dyslexia with parents. A survey can help detect if the culture is one of early intervention or a "wait and see" approach.