Understanding Dyslexia

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Why a mini-course on Dyslexia?

Dyslexia is one of the most common learning disabilities, yet it is often misunderstood. This mini-course is designed to provide educators and parents with a clear, research-based understanding of dyslexia: What it is, how it impacts learning, and the best ways to support children who struggle with reading.

As both a teacher and a parent of a child with dyslexia, this topic is deeply personal to me. I’ve seen first hand how the right support can make the world of difference. I’m extremely passionate about helping others recognize the signs, understand the challenges, and implement effective strategies. Whether you're an educator looking to strengthen your literacy instruction or a parent seeking guidance, this course will give you the tools and confidence to advocate for dyslexic learners!

Needs Assessment

The Educational Problem

A significant gap exists in educator knowledge of dyslexia and for teaching students with dyslexia. Despite dyslexia affecting an estimated 15-20% of children, many schools lack educators who are adequately trained or certified in research-based interventions.

Learners and Participants

This mini-course is designed for:

Current educators seeking to improve their knowledge of dyslexia and effective teaching strategies.
Future educators preparing to enter the field with a strong foundation in structured literacy approaches and best practices for supporting struggling readers.
School administrators and interventionists responsible for implementing literacy programs and supporting students with dyslexia

Analysis of Gaps

Despite dyslexia being the most common learning disability, there is a significant gap in knowledge and training in most schools.

Many teacher preparation programs do not provide explicit instruction on dyslexia or structured literacy.
Balanced literacy approaches, which lack scientific backing, remain prevalent in many schools.
Many educators feel underprepared to recognize and support students with dyslexia.

Existing Efforts to Address This Gap

Some progress is being made to improve literacy instruction:

A growing number of schools are transitioning from balanced literacy to structured literacy.
Some districts have invested in training educators to teach students with dyslexia.
Legislative efforts in some states are mandating dyslexia screenings and teacher training to improve early identification and intervention

Intent Statement

This mini-course aims to equip educators with foundational knowledge and practical strategies for supporting students with dyslexia.

Performance Objectives

After completing this mini-course, learners will be able to:

Define dyslexia and its neurological basis by answering multiple choice questions.
Identify at least 2 key signs of dyslexia in each of the following age groups: early childhood, primary grades and upper elementary grades.
Given a list of 10 statements, the learner will correctly classify each as a myth or a fact about dyslexia.
Using a student profile, the participant will be able to design a brief lesson plan that incorporates at least two research-based strategies for supporting students with dyslexia.

Course Units

This mini-course includes the following units. Click the title of a unit to go to its page.

Unit 1: What is Dyslexia?

Unit 1 - Lesson 1: Defining Dyslexia and its neurobiological basis

After Unit 1 the learner will:

be able to define dyslexia
be able to state these 4 characteristics of dyslexia
- neurobiological
- poor spelling
- poor decoding
- difficulties with accurate word recognition
be able to correctly answer 5 multiple choice questions about the definition and neurological basis of dyslexia

Unit 2: Signs of Dyslexia by age/grade

Unit 2 - Lesson 1: Pre-school years

Unit 2 - Lesson 2: Kindergarten and 1st grade

Unit 2- Lesson 3: 2nd grade through adulthood

After Unit 2 the learner will:

be able to list 2 signs of dyslexia in pre-school children
be able to list 2 signs of dyslexia in Kindergarten & 1st graders
be able to list 2 signs of dyslexia in people in 2nd grade and older

Unit 3: Common Myths About Dyslexia

Unit 3 - Lesson 1: Differentiate myths vs. facts

After Unit 3 the learner will:

be able to correctly label statements as myths or facts

Unit 4: Supporting Students with Dyslexia

Unit 4 - Lesson 1: Screeners

Unit 4 - Lesson 2: Applying research based instructional strategies

After Unit 4 the learner will:

be able to describe what a RAN test is used for
be able to describe what a PAST assessment is used for
be able to list

Unit 5: Sharing Our Learning With Others

Unit 5 - Lesson 1: Advocating for students

Unit 5 - Lesson 2: Resources

After Unit 5 the learner will:

be able to analyze the case study of Lucca to identify missed opportunities for early identification, appropriate intervention, and effective advocacy.
be able to develop a comprehensive support and advocacy plan for a student with dyslexia, incorporating evidence-based assessment tools, instructional strategies, and communication approaches.
be able to demonstrate ways to advocate for systemic change by sharing resources and strategies with educators, families, and school leaders to improve support for students with dyslexia.

Overview:

This mini-course provides a comprehensive, research-based exploration of dyslexia; what it is, how to recognize it, and how to effectively support students who have it. Through five thoughtfully designed units, learners deepen their understanding of the neurological basis of dyslexia, its early signs across different age groups, and the myths and misconceptions that often surround it. The course emphasizes the critical importance of structured literacy instruction and highlights how evidence-based practices can make a meaningful difference in a child's academic journey.

Beginning with a foundational overview, learners explore the characteristics of dyslexia and the role of phonological processing in reading development. As the course progresses, participants engage with tools for early identification, intervention strategies, and instructional approaches proven to support struggling readers. In the final unit, learners apply their knowledge to a real-world case study centered on Lucca, a bright and capable student whose experience reflects the challenges many children with dyslexia face when timely support is lacking.

The course concludes by empowering participants to become advocates; not only for individual students but for systemic change within classrooms, schools, and districts. With curated resources, guidance on effective communication, and opportunities for reflection, this course equips educators and caregivers alike with the knowledge and confidence to champion students with dyslexia and ensure they receive the support they deserve.

Course References:

Brady, S. (2019). The 2003 IDA Definition of Dyslexia: A Call for Changes. Perspectives on Language and Literacy, 45(1), 15–21.

Centre for Educational Neuroscience. (2022, January 15). Facts and myths about dyslexia [Video]. YouTube. https://www.youtube.com/watch?v=HaULXRX9o1E

Crisp, J., & Lambon Ralph, M. A. (2006). Unlocking the nature of the phonological–deep dyslexia continuum: The keys to reading aloud are in phonology and semantics. Journal of Cognitive Neuroscience, 18(3), 348–362. https://doi.org/10.1162/jocn.2006.18.3.348

Gillis, M. (n.d.). Chronicles from the Classroom: When Assessing Becomes a Blessing. Retrieved from https://www.literacyhow.org/chronicles-from-the-classroom-when-assessing-becomes-a-blessing/

Handler, S. M. (2016). Dyslexia: what you need to know: by being vigilant to signs of dyslexia, dispelling the myths, and coordinating care, pediatricians can help children with dyslexia enjoy success in school and in daily life. Contemporary Pediatrics (Montvale, N.J.), 33(8), 18-.

Hirschmann, M. (2023, November 15). Structured literacy: What, how, and for whom? [Video]. YouTube. https://www.youtube.com/watch?v=NcDZWmtLvQE

Kilpatrick, D. A. (2016). Equipped for reading success: A comprehensive, step-by-step program for developing phonemic awareness and fluent word recognition. Casey & Kirsch Publishers.

Lowell, S. C., Felton, R.H., & Hook, P.E. (2014). Basic Facts about Assessment of Dyslexia: Testing for Teaching.

Reading Rockets. (2014, March 12). Reading and the brain [Video]. YouTube. https://www.youtube.com/watch?v=G2vWNGv9W3E

Sandman-Hurley, K. (2013, July 15). What is dyslexia? [Video]. YouTube. https://www.youtube.com/watch?v=zafiGBrFkRM

Shaywitz BA, Shaywitz SE, Pugh KR, Mencl WE, Fulbright RK, Skudlarski P, Constable RT, Marchione KE, Fletcher JM, Lyon GR, Gore JC. Disruption of posterior brain systems for reading in children with developmental dyslexia. Biol Psychiatry. 2002 Jul 15;52(2):101-10. doi: 10.1016/s0006-3223(02)01365-3. PMID: 12114001.