Dyslexia and Literacy: Understanding executive functions, language, and reading

This conference is designed for teachers, practitioners and parents to help them learn to identify, understand, and provide evidence-based teaching for students who have dyslexia and dyscalculia.

The symposium will take place in Los Angeles, CA on February 15th, 2019.

Laurie Cutting, honored with NIH Merit Award

“Laurie Cutting, Patricia and Rodes Hart Professor of Special Education at Vanderbilt’s Peabody College of education and human development, has received a National Institutes of Health Merit Award from the National Institute of Child Health and Human Development.

Cutting’s NICHD project is directed at understanding how the neural networks associated with reading, math, and executive function interact to predict academic outcomes and response to educational intervention…”

The Dyslexia Foundation

TDF is a non-profit organization, established in 1989 to identify and assist children with dyslexia – to establish higher levels of learning through specialized programs promoting better reading.

OUR MISSION is to promote scientific breakthroughs in the early detection, prevention and remediation of dyslexia and related reading difficulties. To disseminate new findings and deploy new evidence-based approaches. To prevent the suffering caused by reading failure and unlock the full potential of children and adults with dyslexia so that they may personally succeed and contribute to society.

Dyslexia and Literacy Conference Archives
- University of California Los Angeles - 2018

The Dyslexia Foundation's conference Dyslexia and Literacy: Differences within Differences; was held at UCLA Meyer and Renee Luskin Conference Center on February 15th, 2018.  Previews of the sessions from the October 2017 conference can be viewed below.  Full session recordings will be available soon.

Laurie Cutting, Ph.D.
Introduction to: Neurological Differences in Dyslexia and Literacy

Full Session Recording

Penelope Collins, Ph.D.
Introduction to: Dyslexia and English Language Learners: The Variations among Different Learners

Full Session Recording

Nicole Patton-Terry, Ph.D.
Introduction to: Issue Differences Among African-American Students

Full Session Recording

Barbara Wilson, M.Ed.
Introduction to: Foundation of Reading Acquisition and Dyslexia: Implications for Early Interventions

Full Session Recording

TDF – Extraordinary Brain Symposium XVI

EXTRAORDINARY BRAIN SYMPOSIUM XVI All about Language: Science, Theory, and Practice Неделя языка: эксперименты, теория, практика St. Petersburg, Russia May 28—June 1, 2018. The meeting will include various language-related topics with targeted speakers in...

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Secretary DeVos Convenes Parent Roundtable

Secretary DeVos Convenes Parent Roundtable to Mark National Learning Disabilities and Dyslexia Awareness Month OCTOBER 25, 2017 Contact:   Press Office, (202) 401-1576, press@ed.gov WASHINGTON – As part of the Department's recognition of National Learning...

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MIT Study finds brain connections key to reading

By: Anne Trafton | MIT News Office | Original Post | August 8, 2016 Pathways that exist before kids learn to read may determine development of brain’s word recognition area. A new study from MIT reveals that a brain region dedicated to reading has connections for that...

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Fixing the Failure Model

RESEARCH INDICATES THAT CHILDREN AT RISK FOR DYSLEXIA CAN BE IDENTIFIED BEFORE THEY BEGIN SCHOOL BY LEAH SHAFER, IMAN RASTEGARI, ON JUNE 14, 2016 9:25 AM (Boston Children's Hospital) Are we looking for dyslexia too late? Ongoing research at Boston Children’s Hospital...

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Investigating the Influences of Language Delay and/or Familial Risk for Dyslexia on Brain Structure in 5-Year-Olds

Early language delay has often been associated with atypical language/literacy development. Neuroimaging studies further indicate functional disruptions during language and print processing in school-age children with a retrospective report of early language delay. Behavioral data of 114 5-year-olds with a retrospective report of early language delay in infancy (N = 34) and those without (N = 80) and with a familial risk for dyslexia and those without are presented

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Never Quit Trying Bracelet

Bracelet purchases will allow The Dyslexia Foundation sponsor teachers to attend our fall conference and other events held by the Foundation.

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What is Dyslexia?

“Dyslexia is a brain-based type of learning disability that specifically impairs a person’s ability to read. These individuals typically read at levels significantly lower than expected despite having normal intelligence. Although the disorder varies from person to person, common characteristics among people with dyslexia are difficulty with phonological processing (the manipulation of sounds), spelling, and/or rapid visual-verbal responding. In individuals with adult onset of dyslexia, it usually occurs as a result of brain injury or in the context of dementia; this contrasts with individuals with dyslexia who simply were never identified as children or adolescents.  Dyslexia can be inherited in some families, and recent studies have identified a number of genes that may predispose an individual to developing dyslexia” NIH.gov.

What is the prognosis?

“For those with dyslexia, the prognosis is mixed. The disability affects such a wide range of people and produces such different symptoms and varying degrees of severity that predictions are hard to make. The prognosis is generally good, however, for individuals whose dyslexia is identified early, who have supportive family and friends and a strong self-image, and who are involved in a proper remediation program” NIH.gov.

What research is being done?

Two institutes of the National Institutes of Health (NIH) support major research on dyslexia (and other institutes may on occasion also support studies on learning disabilities or neurological conditions including dyslexia). The Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) and the National Institute of Neurological Disorders and Stroke (NINDS) support ongoing dyslexia research through grants to major research institutions across the country. Current research avenues focus on developing techniques to diagnose and treat dyslexia and other learning disabilities, increasing the understanding of the biological and possible genetic bases of learning disabilities, and exploring the relationship between neurophysiological processes and cognitive functions with regard to reading ability and learning. This information is provided by the National Institute of Neurological Disorders and Stroke and the National Institute of Health.