Instruction - Yale Dyslexia

Instruction

Shaywitz DyslexiaScreen

The federal First Step Act legislation defines “a dyslexia screening program means a screening program for dyslexia that is (A) evidence-based with proven psychometrics for validity; (B) efficient and low-cost; and (C) readily available.” And those characteristics precisely describe the Shaywitz DyslexiaScreen™.

The Shaywitz DyslexiaScreen™ is an efficient, reliable, and user-friendly universal screening measure for K-3 students who may be at risk for dyslexia. Dr. Sally Shaywitz created this unique evidence-based screening tool.

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What Dyslexic Students Look Like in the Classroom

Watch as successful dyslexics share their classroom experiences in this video.

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Kids Can’t Wait: Strategies to Support Struggling Readers

The discovery of my own blind spot led me to wonder if other teachers were accidentally failing their students in similar ways.

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Creating a Reading Culture

I’ll admit I used to wonder if my dyslexic students were doomed to always consider reading a chore.

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Making Slow Reading More Fun

Tips on how educators can make slow reading more fun for students

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Math Introduction

Since the YCDC website began in 2007, we have received many requests about how best to help dyslexic students struggling with math.

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Math: Counting & Comparing

A common response to students who are having counting problems is to simply have them do daily counting practice; however, students with counting and comparing difficulties also benefit from practice that utilizes patterns and relationships.

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Math: Memory Challenges

Often an educational evaluation will describe a dyslexic student as having “low working memory.”

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Math: Naming Problems

Math-specific concepts seem to be particularly difficult to master. In addition to being abstract, these concepts contain terms that confound students with visual similarity or auditory similarity between homophones.

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Math: Processing Breakdowns

Students with slower processing speeds or executive-function problems are often no different from their peers in math proficiency in first and second grade; but as they confront multistep computations in upper elementary school tests, their scores tumble because they lack the skills necessary to produce organized, efficient output.

Educators