Videos: Webinars

Universal screening data offers educators a view into how many students are meeting expectations and indicates early risk. Contribute to the 2026 shared initiative for early reading improvement.

I just got home from my daughter’s IEP and they are recommending small group intervention for 30 minutes, three times per week. Is this enough intervention for her to catch up to grade level? She was just diagnosed with dyslexia through an assessment I paid for privately.

Our district just switched to a new universal reading screener, and I’m struggling to see how it’s supposed to help me. We used to use a progress-monitoring measure that gave me frequent updates on my students’ skills, which helped me know whether what I was doing was working. This new screener only gives a benchmark score a few times a year and doesn’t tell me what students are improving in or how much they’re growing. Why are districts doing this, and what am I supposed to do?

Do you have any recommendations for reading intervention materials or strategies that work well for students with autism?

I have 4th graders who are at least one, if not two, grade levels behind in comprehension. I know comprehension isn’t something you can just directly teach, but they’re even having trouble pulling basic information straight from the text. How can I help them?

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.

Assessment data can drive meaningful instruction when interpreted well. Dr. Matthew Burns clarifies the difference between screenings and diagnostics and explains how data can be used to identify student needs and support growth.

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.