[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-584072-105":59,"doc-detail-584072-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","dyslexia-2024-overview-fundamental-principles","Dyslexia - 2024 Overview - Fundamental Principles","","The document defines dyslexia as a neurobiological learning disability marked by difficulties in accurate and fluent word recognition, spelling, and decoding, often linked to a phonological language deficit. It outlines why early intervention and evidence-based, tiered support remain essential even with effective classroom instruction. It proposes statewide policy actions: K-2 screening, MTSS-based notification and diagnosis processes, structured literacy interventions, educator professional development, and maintaining a dyslexia handbook.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/dyslexia-2024-overview-fundamental-principles/584072/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/dyslexia-2024-overview-fundamental-principles/584072.png","ImageObject",300,407,{"name":92,"@type":93},"\tCallum ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the document define dyslexia and its core characteristics?","Question",{"text":112,"@type":113},"Dyslexia is defined as a specific learning disability of neurobiological origin, characterized by difficulties in accurate and/or fluent word recognition, poor spelling, and decoding challenges. It is typically unexpected relative to other cognitive abilities and is associated with deficits in the phonological component of language.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What screening approach does the document recommend for students?",{"text":117,"@type":113},"It recommends adopting a policy to screen students in kindergarten through grade 2 (K-2) for risk factors of dyslexia. Screening should be administered annually in spring for kindergarten and at the beginning of the school year for first and second graders, including specific checks of phonological/phonemic awareness, alphabet knowledge, decoding, rapid naming, encoding, and oral reading accuracy and fluency.",{"name":119,"@type":110,"acceptedAnswer":120},"What interventions and professional development are proposed in the document?",{"text":121,"@type":113},"Students should receive explicit, systematic, sequential, cumulative structured literacy interventions provided by trained educators, implemented within an MTSS framework. Educators should receive professional development on identifying dyslexia characteristics and using dyslexia-specific instructional strategies, including training elements such as phonological awareness, phonics, reading fluency, vocabulary, and text comprehension strategies.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},584072,1793088217,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":14,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":24,"preview_page_count":4},137451211410,"https://ap-avatar.wpscdn.com/avatar/2000bb0a9246f588df?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786362646172706240","2024  \nOVERVIEW  \n“Dyslexia is a specific learning disability that is neurobiological in origin. Dyslexia is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge”( International Dyslexia Association ) .  \nProvided with early intervention, children identified with dyslexia or characteristics of dyslexia can learn strategies that help them overcome some of these challenges. However, dyslexia persists despite effective classroom instruction. The International Dyslexia Association (IDA) reports that as much as 15-20 percent of the U.S. population experiences some degree of mild to more severe characteristics of dyslexia.  \nThe risk factors associated with dyslexia impact critical prerequisite skills that all children must master to be able to read fluently. For state policymakers, the most effective strategy for supporting students with dyslexia and their families is to adopt a model of early intervention through tiered instruction.  \nFUNDAMENTAL PRINCIPLES  \nThe following fundamental principles highlight the most important components needed for an effective statewide policy on dyslexia.  \nAdopt a policy to screen students in kindergarten through grade 2 (K-2) for the risk factors of dyslexia.  \n• Administer the screening annually, during the spring for kindergarten students and at the beginning of the school year for first and second graders.  \n• Screen for phonological and phonemic awareness, sound symbol recognition, alphabet knowledge, decoding skills, rapid naming skills including letter naming and letter sound fluency, encoding skills and oral reading accuracy and fluency.  \n• Incorporate the screening protocol into a multi-tiered system of supports (MTSS) framework.  \n• Include a process to notify parents of results and inform them of characteristics of dyslexia, appropriate interventions and accommodations recommended for their child.  \n• Include a process for accepting a diagnosis of dyslexia from an external evaluator and for exempting transfer students who have already been screened for characteristics of dyslexia.  \nProvide students with dyslexia or characteristics of dyslexia with appropriate interventions.  \n• Provide explicit, systematic, sequential and cumulative instruction that adheres to a logical plan in introducing the alphabetic principle.  \n• Implement evidence-based practices that have been proven effective for students identified with dyslexia or dyslexia characteristics.  \n• Include multisensory/multimodal structured literacy interventions provided by a trained educator.  \n• Incorporate the interventions into an (MTSS) framework.  \nProvide educators with professional development on identifying and intervening for dyslexia.  \n• Require structured literacy training for reading coaches, classroom teachers and school administrators on effective methods of identifying characteristics of dyslexia and using dyslexia-specific instructional strategies.  \n• Include in the training the integration of phonological and phonemic awareness; phonics, including decoding and encoding; reading fluency, including accuracy; vocabulary, including academic vocabulary; and text comprehension strategies.  \nDevelop and maintain a statewide dyslexia handbook on state and local LEA websites to provide guidance to districts, parents, educators and stakeholders.  \n• Include in the handbook, but do not limit to:  \no Guidelines for teachers and parents on how to identify signs of dyslexia.  \no Instructional strategies that have been shown to improve the academic performance of students with dyslexia.  \n","cbCaiolmm6z5krxG","https://ap.wps.com/l/cbCaiolmm6z5krxG","pdf",320510,"English","# Overview\n# Fundamental Principles\n## Screening Policy for K-2\n## Interventions Within an MTSS Framework\n## Educator Professional Development\n## Statewide Dyslexia Handbook\n## Postsecondary Teacher Preparation Programs","[{\"question\":\"How does the document define dyslexia and its core characteristics?\",\"answer\":\"Dyslexia is defined as a specific learning disability of neurobiological origin, characterized by difficulties in accurate and/or fluent word recognition, poor spelling, and decoding challenges. It is typically unexpected relative to other cognitive abilities and is associated with deficits in the phonological component of language.\"},{\"question\":\"What screening approach does the document recommend for students?\",\"answer\":\"It recommends adopting a policy to screen students in kindergarten through grade 2 (K-2) for risk factors of dyslexia. Screening should be administered annually in spring for kindergarten and at the beginning of the school year for first and second graders, including specific checks of phonological/phonemic awareness, alphabet knowledge, decoding, rapid naming, encoding, and oral reading accuracy and fluency.\"},{\"question\":\"What interventions and professional development are proposed in the document?\",\"answer\":\"Students should receive explicit, systematic, sequential, cumulative structured literacy interventions provided by trained educators, implemented within an MTSS framework. Educators should receive professional development on identifying dyslexia characteristics and using dyslexia-specific instructional strategies, including training elements such as phonological awareness, phonics, reading fluency, vocabulary, and text comprehension strategies.\"}]","Dyslexia - 2024 Overview - Fundamental Principles | PDF",1792049677]