The purpose of the K-12 Literacy Dyslexia Research Network is to support educators in understanding K-12 reading development, characteristics of dyslexia, and significant learning needs related to dyslexia. This includes making meaningful connections to Michigan’s Public Act 146 of 2024.
These professional learning sessions address the following topics identified within Section 7 of Public Act 146:
a) The characteristics of dyslexia and underlying factors that place pupils at risk for difficulties in learning to decode accurately and efficiently.
b) Secondary consequences of dyslexia, such as problems in reading comprehension and a reduced reading experience that can impede the growth of vocabulary and background knowledge, and lead to social, emotional, and behavioral difficulties.
c) Instructional adjustments for pupils with dyslexia and instructional adjustments to address the underlying factors that place pupils at risk for difficulties in learning to decode accurately and efficiently.
d) Methods to develop schoolwide and classroom infrastructure to meet the collective and individual needs of pupils using a multi-tiered system of support (MTSS).
e) Evidence-based instructional methods and features of evidence-based interventions that are grounded in the science of reading and principles of structured literacy that are designed for pupils with characteristics of dyslexia and pupils at risk for difficulties in learning to decode accurately and efficiently.
f) Evidence-based instructional methods and features of evidence-based interventions that are grounded in the science of reading and principles of structured literacy that are designed to effectively meet the needs of most pupils.
The new cohort for the 2026-27 school year will be open to any educator employed within Michigan districts, PSAs, and ISDs. The series will be facilitated by Drs. Sharon Vaughn and Elizabeth Stevens from the University of Texas, Austin. Space is limited.
Cohort 2 Network Schedule:
Session 1: September 15, 2026 10:00 AM - 12:00 PM (ET)
Session 2: October 22, 2026 1:00 PM - 3:00 PM (ET)
Session 3: November 17, 2026 10:00 AM - 12:00 PM (ET)
Session 4: January 22, 2027 1:00 PM - 3:00 PM (ET)
Session 5: February 25, 2027 10:00 AM - 12:00 PM (ET)
Session 6: April 5, 2027 10:00 AM - 12:00 PM (ET)
Session 7: May 11, 2027 1:00 PM - 3:00 PM (ET)
Cohort 2 Session Topics:
- IDA’s updated definition of dyslexia and Michigan’s definition of dyslexia
- Science of Reading (SoR): Definitions and common misunderstandings
- Structured Literacy: Foundational Skills/Word Recognition
- Spelling
- Multisyllabic Word Instruction
- Structured Literacy: Reading for Understanding
- Supporting reading comprehension for students with characteristics of dyslexia
- Using Data to Inform Instruction
- Differentiating Instruction within Tier 1 (for students with characteristics of dyslexia)
- Deliberate Practice and Feedback: The Secret Sauce
The structure for sessions will include:
- An interactive overview of the topic area (approximately 90 min) with:
- Connections to Public Act 146
- Key information on the topic
- Opportunity to discuss and define key terms that are frequently used (e.g., word-level reading disability, dysgraphia, structured literacy, etc.) to support common understanding
- Opportunities to discuss topics and respond to participant needs
- Optional networking breakout session to process and plan (30 min)
- Apply to the local context
- Plan for next steps
The following resources will be provided:
- PowerPoint for each session available on the TA Center website
- Related readings for each of the seven (7) topic areas
- Materials and resources to facilitate the implementation of any follow-up related to each topic area
- One-page resource after each session with key ideas, resources, and suggested readings
- Participant FAQ to be built throughout each session
Participants will build on prior learning from Year 1 by bridging research into practical application, designed to strengthen knowledge and instructional practice. Educators will deepen their understanding of dyslexia, explore evidence-based instructional adjustments and supports, and strengthen their capacity to provide effective reading instruction across contexts while making meaningful connections to Michigan Public Act 146 of 2024.
Cohort 1 Network Schedule:
Session 1: September 23, 2026 4:00 PM - 6:00 PM (ET)
Session 2: October 20, 2026 3:00 PM - 5:00 PM (ET)
Session 3: November 10, 2026 3:15 PM - 5:15 PM (ET)
Session 4: January 14, 2027 3:00 PM - 5:00 PM (ET)
Session 5: February 10, 2027 3:00 0M - 5:00 PM (ET)
Session Outline
Each session will run for 120 minutes:
| Time | Topic | Presenter | Key Focus |
| 10 minutes | Introduction | MiMTSS TA Center Host | Connections to Year 1 Alignment with Public Act 146 |
| 60 minutes | Identified Session Topic | National Presenter | Research overview, evidence-based frameworks, and topic-specific content |
| 15-20 minutes | Application to Practice | Local Implementer | Translating research into practice guided by local example(s) of Implementation |
| 30 minutes | Optional Networking | Breakout Rooms | Apply learning to local context, network with colleagues around the state, plan for next steps |
Provided Resources
The following resources will be provided to participants:
- PowerPoint Presentation for each session made available in PDF format for notetaking on the MiMTSS website
- Related readings, materials, and resources to facilitate the implementation of any follow-up activities and/or learning related to the topic
- One-page resource after each session with key ideas, resources, and suggested readings
Note: Cohort 1 members must log in to the website to access materials and detailed session information.
Invited speaker: Dr. Anita Archer
Materials:
- Slides/Handouts
- Video Recording
Invited speaker: Lindsay Kemeny
Materials:
- Slides/Handouts
- Video Recording
Invited speaker: Julie Burtscher Brown
Materials:
- Slides/Handouts
- Video Recording
Invited Speaker: Shantell Barrett
Materials:
- Slides/Handouts
- Video Recording
Invited speaker: Dr. Eric Tridas
Materials:
- Slides/Handouts
- Video Recording
Coaches Guide
This guide is a compilation of research, information, and frequently asked questions from the 2025-26 K-12 Literacy and Dyslexia Research Network.
- Coaches Guide (Print)
- Use this version if you want to print the guide. See the associated Coaching Guide Specs document for printing specifications.
- Coaches Guide (Web)
- Use this version if sharing or storing electronically.
Session 1: The Neurobiological Underpinnings of Dyslexia
- Slides/Handouts
- The Identification of Specific Learning Disabilities
- Identifying and Teaching Students with Significant Reading Problems
- Early Detection of Dyslexia Risk: Development of Brief, Teacher-Administered Screens
- Identifying Students at Risk for Reading Difficulty
- Video Recording
Session 2: The Misunderstandings of the Science of Reading
- Slides/Handouts
- Understandings and Misunderstandings About Dyslexia
- Dyslexia Knowledge Measure
- Misunderstandings of the Science of Reading
- Video Recording
Session 3: Structured Literacy
- 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
- Video Recording
Session 4: Multisyllabic Word Instruction
- Slides/Handouts
- Multisyllable Word Reading Routine for Science Classes
- Multisyllable Word Reading Routine for Social Studies Classes
- How Can I Help My Middle Schooler Read Multisyllabic Words?
- Teach Your Child How to Read Multisyllable Words: A Lesson to Teach at Home
- Video Recording
Sessions 5 & 6: The International Dyslexia Association Revised Definition of Dyslexia
- Part 1 Slides/Handouts
- Part 2 Slides/Handouts
- Resource 1- Dyslexia in the 21st Century: Revisiting the Consensus Definition
- Resource 2- Revisiting the Definition of Dyslexia
- Resource 3- The Critical Role of Instructional Response in Defining and Identifying Students with Dyslexia
- Resource 4- Response to Intervention: Preventing and Remediating Academic Difficulties
- Resource 5- Redefining Learning Disabilities as Inadequate Response to Instruction
- Resource 6- MTSU Characteristics of Dyslexia
- Part 1 Video Recording
- Part 2 Video Recording
Session 7: Students with Dyslexia: Reading for Understanding
- Slides/Handouts
- Article: Dyslexia and Developmental Language Disorder: Comorbid Disorders with Distinct Effects on Reading Comprehension
- IES Practice Guide: Providing Reading Interventions for Students in Grades 4-9
- Video Recording
Session 8: Tying it All Together
Session Overview
- Literacy
- Trainer