Quarterly Newsletter January 2022
Happy New Year from all of us at the California Dyslexia Initiative! |
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The UCSF Dyslexia Center was selected as the Institute of Higher Education to work with SCOE on the CDI project due to its extensive research and development in the area of dyslexia.
The mission of the UCSF Dyslexia Center is to eliminate the debilitating effects of developmental dyslexia while preserving and even enhancing the relative strengths of each individual. In addition, they aim to develop best practice protocols to implement individually catered interventions in classrooms throughout the country.
The UCSF Dyslexia Center is developing and testing a digital screening system to identify reading difficulties in order to provide reading intervention as early as possible and change the trajectory for millions of students who might otherwise fail. SCOE, in partnership with the UCSF Dyslexia Center, has identified implementation sites to test and validate the digital screening system. The goal is to launch a validated system and accompanying resources in the fall of 2022. |
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A Note from the CDI Higher Education Partner:
Dr. Maria Luisa Gorno Tempini, MD Ph.D. UCSF Dyslexia Center University of California, San Francisco
"The California Dyslexia Initiative (CDI) has allowed the UCSF Dyslexia Center to partner closely with the Sacramento County Office of Education (SCOE) to discover the most effective ways of translating the latest science into practice in California’s public school classrooms. This initiative builds important bridges between neuroscience and education to find ways for every student living with dyslexia to build on strengths and tackle learning challenges. With SCOE we are learning how to pair early, accurate, culturally inclusive, efficient screening with actionable and practical next steps for teachers and their colleagues. Through our collaboration with SCOE, California will be able to change outcomes for students who would otherwise struggle with literacy." |
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"California Education Code Section 56335(a) defines educational services for students with dyslexia as follows: “'educational services’ means an evidence-based, multisensory, direct, explicit, structured, and sequential approach to instructing pupils who have dyslexia.” In the context of educating students with dyslexia, each of these terms has a specific meaning, defined below, and together constitute approaches called “Structured Literacy.”
(California Department of Education, 2017) |
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Explore the California Dyslexia Guidelines |
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Content of Structured Literacy: What Is Taught
“The content of effective teaching emphasizes the structure of language at all levels, including the speech sound system (phonology); the writing system (orthography); the meaningful parts of words (morphology); structure of sentences (syntax); meaning relationships among words, phrases, clauses, and sentences—and their referents (semantics); and the organization of spoken and written discourse (pragmatics) (IDA 2010). Instructional strategies for teaching this content emphasize planning, organization, attention to task, task analysis, critical thinking, and self-management (IDA 2010). The content and principles of instruction that are components of Structured Literacy approaches are essential for students with dyslexia but can also be useful to students without disabilities. Evidence-based key elements of Structured Literacy work together as evidence-based instructional principles guide the teaching of Structured Literacy content.”
California Dyslexia Guidelines; pp. 66-67 CDE (2017)
Explore Chapter 11: Effective Approaches for Teaching Students with Dyslexia to learn more about the elements and the principles of Structured Literacy! |
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Have you registered for the Expert Webinar Series? |
The Sacramento County Office of Education, in partnership with Glean Education, is hosting free, monthly webinars featuring experts in the field of dyslexia and literacy. We've covered topics including identification, prevention, and intervention.
Join us and hundreds of others, monthly, to understand new ways of supporting students with dyslexia and reading difficulties.
Zoom link will be sent with registration confirmation. |
Up Next: Dr. Elsa Cardenas-Hagan on February 3, 2022: Implementing Structured Literacy Reading Instruction for English Learners. |
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 | Dr. Nancy Cushen White University of California, San Francisco, Dyslexia Center
Remediating Reading, Spelling, and Writing Difficulties Through Multimodal Structured Language Instruction
Dr. White discusses the "why and how" behind remediating student reading, spelling, and writing difficulties using a systematic, structured, phonics-based literacy approach that incorporates the modes relevant to speaking, reading, and writing.
Click on Dr. Cushen White's image above to access a recording of the webinar and companion document on the CDI website. |
| | | Dr. Julie Washington University of California, Irvine
Building Awareness of Language and Reading Development in African-American Students Growing Up in Poverty
Dr. Washington discusses reading and language development in African-American students living in poverty. We learn about language variation and how educators support literacy acquisition in their students.
Click on Dr. Washington's image above to access a recording of the webinar and companion document on the CDI website. |
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For general questions and information, please email us at:
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