Videos: Webinars

I have a question about our current way of doing comprehension goals for IEPs. Students have a basic reading skills goal dealing with phonics. The comprehension goals focus on a skill but is read to them. Here is an example from an IEP (with name removed): By September 2025, when given 3rd grade level text that is read to him or her, Student will be able to determine the main idea of the passage and use key details to support his/her answers with 80% accuracy. What do you think about writing goals like this?

Students with different reading profiles struggle in different ways. Knowledge of the general characteristics of students with specific comprehension deficits, dyslexia, and mixed-type reading difficulty can guide effective classroom support.

The International Dyslexia Association’s 2025 definition reflects both continuity and new insights in our understanding of dyslexia. Drs. Hugh Catts and Charley Haynes unpack the research behind the update, from multifactorial causes to its implications for educators.

Black and African American students face systemic barriers to dyslexia identification and intervention, making literacy an urgent equity issue. Ms. Resha Conroy shares strategies for empowering diverse learners through culturally responsive instruction.

Dyslexia affects up to one in five students, yet too many go unidentified until it’s too late. Early diagnosis and structured, evidence-based intervention are essential and empowering teachers with the right tools can change students’ futures.

Our understanding of dyslexia continues to evolve as research sheds new light on its causes and impact. Dr. Hugh Catts reviews the IDA’s 20-year-old definition and shares recommendations for updates that would reflect advances in literacy research.

Dr. Ken Pugh shares three decades of research on the literate brain, revealing how reading circuits develop, how dyslexia alters them, and how instruction can strengthen neural pathways.

Momentum around dyslexia, comprehension, and assessment is reshaping the literacy landscape. Drawing on insights from an interview with Dr. Hugh Catts, this summary highlights emerging opportunities that could strengthen reading comprehension support.

Dyslexia and developmental language disorder often overlap, shaping how students learn to read and understand language. Dr. Tiffany Hogan explains the connection, recent legislation, and the need for early screening in both word recognition and language.

Misunderstandings about dyslexia continue to hinder timely support for students who need it most. Essential guidance for school leaders centers on clear definitions, early screening, Structured Literacy, and building strong, informed partnerships across the community.