Videos: Webinars

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.

Once isolated from reading, writing instruction is evolving toward integration. New research champions interleaving— revisiting genres across the year— to deepen retention and strengthen transfer. The result? Writing that’s connected and inspired by what students read.

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.

Language lays the foundation for reading. Dr. Maggie Snowling explores decades of research connecting dyslexia and language development, emphasizing early screening, targeted support, and evidence-based instruction.

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.

Building on insights shared by Dr. Katie Pace Miles, this overview highlights three analogies from Ehri, Shanahan, and Kim that clarify how reading and writing relate. A brief look at how key theoretical models explain both the overlap and differences between the two skills.

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.