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It supports professional learning by connecting research to classroom practice through seven structured chapters, glossary-defined vocabulary, and Expanded Exploration resources. The handbook also addresses students’ social-emotional needs, aiming to explain dyslexia, strengthen service provision, and improve chances of positive outcomes.",{"@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":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/dyslexia-handbook-purpose-and-use-534921/534921/",{"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-handbook-purpose-and-use-534921/534921.png","ImageObject",300,407,{"name":92,"@type":93},"Jake","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-10","2026-10-10",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Who is the Dyslexia Handbook intended for?","Question",{"text":112,"@type":113},"The handbook is intended for educational professionals, school leaders, families, guardians, and students themselves.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What information does the handbook include for supporting students with dyslexia?",{"text":117,"@type":113},"It includes guidelines for identifying signs, descriptions of educational strategies supported to improve academic performance, and information on available resources and services for students and stakeholders.",{"name":119,"@type":110,"acceptedAnswer":120},"How should schools use the handbook in practice?",{"text":121,"@type":113},"Schools can read it chronologically or use specific chapters for targeted stakeholder needs, and use the Bridge to Practice section to connect research to classroom applications.","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},534921,1791689441,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962084928904,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Purpose and Use  \nPurpose  \nThe purpose of this handbook is to provide information and guidance for educational professionals, school leaders, families, guardians, and students themselves on the subject of dyslexia. According to 105 ILCS 5/2-3.161, the handbook shall include, but is not limited to:  \n(1) guidelines for teachers and parents or guardians on how to identify signs of dyslexia;  \n(2) a description of educational strategies that have been shown to improve the academic performance of pupils with dyslexia; and  \n(3) a description of resources and services available to pupils with dyslexia, parents or guardians of pupils with dyslexia, and teachers.  \nFurthermore, it is hoped that this handbook will be utilized by schools to design or revise their professional learning, instructional practices, and processes related to effectively serving students with dyslexia and other related disorders. In addition, this handbook addresses the social emotional needs of children and adolescents with dyslexia and those who struggle to learn to read. By educating and empowering all stakeholders with information and resources, the overall intent is to explain dyslexia, strengthen service provision, and increase the likelihood of positive outcomes.  \nHandbook Use and Connection to the Dyslexia Toolkit  \nThis handbook is an informational document. Other than where statutory requirements are clearly stated, the handbook shares information and resources rather than mandating action. The handbook contains seven chapters which can be read chronologically or can be used individually to access specific information for various stakeholder groups (e.g. schools, families, etc. ) . Each chapter is divided by headings and contains vocabulary which is defined at the end of the handbook in a glossary. Each chapter is also followed by an Expanded Exploration section which contains integral links to additional resources/citations that support the content within the chapter and provide more in-depth information on the topic. Additionally, the chapters conclude with a Bridge to Practice section which seeks to connect the research discussed throughout the chapters to practical applications in the classroom.  \nHandbook users may consider utilizing this handbook alone or in conjunction with the Dyslexia Toolkit, which is an ever-evolving collection of additional resources that can be accessed via the [www.sldsupports.org](www.sldsupports.org website. Within)[ website. Within](www.sldsupports.org website. Within) the toolkit, one can find websites, books, videos, and other resources, such as podcasts, that supplement the Illinois Dyslexia Handbook. School-based teams or parent groups may use the handbook and the accompanying toolkit to guide discussions about students with dyslexia and related conditions with the intent of better understanding their challenges and needs as well as the rights to which they are entitled.  \nFollowing is the revised edition of The Dyslexia Handbook (2024) created by the SLD Support Project on behalf of the Illinois State Board of Education (ISBE), pursuant to Public Act 100-0617. Eastern Illinois Area of Special Education (EIASE) and Eastern Illinois University (EIU) Department of Special Education serve as grant partners and are contracted by ISBE to complete this work which was funded by the federal IDEA Part B grant.  \nTable of Contents  \nPurpose and Use .......................................................................................................................................... 1  \nHandbook Use and Connection to the Dyslexia Toolkit ........................................................................... 2  \nCHAPTER 1: BACKGROUND ........................................................................................................................... 9  \nIntroduction .............................................................................................................................................. 9 ","cbCairF94aJbliHz","https://ap.wps.com/l/cbCairF94aJbliHz","pdf",4912933,183,"English","# Purpose and Use\n# Handbook Use and Connection to the Dyslexia Toolkit\n# CHAPTER 1: BACKGROUND\n## Introduction\n## Connection to the IL Comprehensive Literacy Plan\n## Federal Laws Related to Dyslexia\n## Revisions to this Edition\n# CHAPTER 2: UNDERSTANDING DYSLEXIA\n## What is Dyslexia?\n## Prevalence\n## Characteristics of Dyslexia\n## Causes of Dyslexia\n## Effects of Dyslexia\n## Comorbid Conditions That Can Impact Learning\n## Dyslexia and Multilingual Learners\n## Dyslexia and Bidialectal Speakers","[{\"question\":\"Who is the Dyslexia Handbook intended for?\",\"answer\":\"The handbook is intended for educational professionals, school leaders, families, guardians, and students themselves.\"},{\"question\":\"What information does the handbook include for supporting students with dyslexia?\",\"answer\":\"It includes guidelines for identifying signs, descriptions of educational strategies supported to improve academic performance, and information on available resources and services for students and stakeholders.\"},{\"question\":\"How should schools use the handbook in practice?\",\"answer\":\"Schools can read it chronologically or use specific chapters for targeted stakeholder needs, and use the Bridge to Practice section to connect research to classroom applications.\"}]","Dyslexia Handbook - Purpose and Use | PDF",1791599329,461]