The purpose of the K-12 Literacy Dyslexia Research Network is to Increase literacy coach knowledge, skills, and abilities to support educators in understanding K-12 reading development, characteristics of dyslexia, and significant learning needs related to dyslexia.
- A coaching guide will be developed to support K-12 literacy/dyslexia understanding that is informed by and in response to coaches’ input.
- Virtual office hours for coaches will be provided for personalized support.
Audience: Individuals employed within Michigan districts, PSAs, and ISDs responsible for collaborating with elementary and secondary teachers and staff.
- Literacy coaches actively work with teachers and staff providing literacy instruction, integrating reading and writing to support learners’ understanding of concepts across core subjects, and delivering intervention services to general education and special education students.
- A coach fosters discussion of new learning, practice using literacy curricula materials, resources, instructional routines for class-wide and intervention support, and ensures feedback if provided to coaching recipients
Topics to be Covered:
- Dyslexia: The Neurobiological Underpinnings of Dyslexia
- Science of Reading (SoR): Definition and Common Misunderstandings
- Structured Literacy
- Differentiating Instruction within Tier 1 for Students with Characteristics of Dyslexia
- Supporting Reading Comprehension for Students with Characteristics of Dyslexia
- Multisyllable Word Instruction
- Spelling
- Using Data to Inform Instruction
- Deliberate Practice and Feedback: The Secret Sauce
Session 1: September 9th 2:00 - 3:30 p.m. ET
Session 2: October 7th 10:00 - 11:30 a.m. ET
Session 3: November 4th 3:00 p.m. – 4:30 p.m. ET
Session 4 December 3rd 11:00 - 12:30 p.m. ET
Session 5: January 23rd 2:00 - 3:30 p.m. ET
Session 6: February 23rd 10:00 - 11:30 a.m. ET
Session 7: March 26th 3:00 p.m. – 4:30 p.m. ET
Session 8: April 23rd 11:00 - 12:30 p.m. ET
Welcome to the K-12 Literacy Dyslexia Research Network! We’re excited to have you join this Michigan-wide initiative focused on advancing literacy outcomes for all students. Your role as a committed professional within Michigan’s educational community is vital to the success of this effort. This orientation will provide important information on the network’s requirements, including the topics we’ll explore together.
Each session and associated materials are identified below.
- Learning Outcomes:
- At the end of this session, participants will:
- Expand their understanding of network requirements
- At the end of this session, participants will:
- Materials
- Welcome letter
- K-12 Literacy Dyslexia Research Network Welcome Video- Link to Video
- Network Overview
- The purpose of the K-12 Literacy Dyslexia Research Network is to increase literacy coach knowledge, skills, and abilities to support educators in understanding K-12 reading development, characteristics of dyslexia, and significant learning needs related to dyslexia.
- Learning Outcomes
- Define Dyslexia (i.e., what it is, what it is not)
- Identify myths and misconceptions about Dyslexia
- Identify implications for practice
- Explain how you will apply today's learning in your teaching and/or coaching role
- Materials:
- Learning Outcomes
- Define the Science of Reading (i.e., what it is, what it is not)
- Identify myths of misconceptions about the Science of Reading
- Explain why these are misconceptions using your knowledge of the research
- Identify implications for practice
- Explain how you will apply today’s learning in your teaching and/or coaching role.
- Materials:
- Learning Outcomes
- Define structured literacy
- Explain the content and features of Structured Literacy
- Identify examples of Structured Literacy content and features
- Explain the findings of the OG meta-analysis
- Sort and explain whether instructional practices are compatible
- Materials:
- Agenda
- Slides/Handouts
- Orton-Gillingham: Which Aspects are Supported by Research and Which Require Additional Research?
- What Does Science Say About Orton-Gillingham Interventions? An Explanation and Commentary on the Stevens et al. (2021) Meta-Analysis
- Current State of the Evidence: Examining the Effects of Orton-Gillingham Reading Interventions for Students With or at Risk for Word-Level Reading Disabilities
- Session 3 Breakout Room Activity
- Video Recording
- Learning Outcomes
- Define best practices in multisyllabic word reading instruction
- Explain evidence-based practices for teaching multisyllabic word reading
- Identify effective routines for teaching students to read multisyllabic words
- Identify instructional practices to support accurate multisyllabic word reading
- Materials:
- Learning Outcomes
- Identify the key components in the revised International Dyslexia Association 2025 definition of dyslexia
- Explain why these components are critical in defining dyslexia (e.g., difficulty in spelling)
- Explain how dyslexia manifests differently based on the orthography of the language
- Explain how the revised definition helps parents, teachers, researchers, and people with lived experiences
- Materials:
- Learning Outcomes
- Identify the key components in the revised International Dyslexia Association 2025 definition of dyslexia
- Explain customized instructional methods for students with dyslexia
- Discuss frequently asked questions from The IDA Revised Definition of Dyslexia Part 1
- Materials:
- Learning Outcomes
- Explain why students with dyslexia may have challenges with reading comprehension
- Identify effective practices for supporting students' reading comprehension before, during, and after reading
- Apply the content learned in today’s session to a case study scenario
- Materials:
- Learning Outcomes
- Session 7 check-in/review
- Apply content learned to a case study scenarios
- Final thoughts and questions
- Materials:
Session Overview
- Literacy
- Trainer