Institute
A division of The Windward School
The
Beacon The Windward Institute Journal for Educators and Parents Spring 2023 IN THIS ISSUE 1 A Cumulative Risk and Resilience Model of Dyslexia By Hugh W. Catts, PhD & Yaacov Petscher, PhD HEAD LINES
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Building a Structure for Literacy Part III: Crafting Coherency in Professional Development By Jamie Williamson, EdS RESEARCH ROUNDUP
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Mixed Deficits Point Toward Multicomponent Interventions By Alexis Pochna, EdM Q&A WITH INSPIRING LEADERS IN THE WORLD OF DYSLEXIA
By Hugh W. Catts, PhD, and Yaacov Petscher, PhD 18
Margie Gillis: Expert and Advocate By Jana Cook and Danielle Scorrano, MPS INTERSECTING RESEARCH WITH EDUCATIONAL PRACTICE
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Deimplementation in Education: Removing, Reshaping, and Reprioritizing for Reform By Danielle Scorrano, MPS INSIDE THE INSTITUTE
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Requiem for Reading Recovery By John J. Russell, EdD TURNING THE TIDE
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Symbiotic Schooling By Annie Stutzman, MS NEWS AROUND WINDWARD
A Cumulative Risk and Resilience Model of Dyslexia This article was excerpted from its complete version published in the Journal of Learning Disabilities, Vol. 55 (3) pp.171-184. © Hammill Institute on Disabilities 2021. Reprinted by permission of SAGE Publications. To read the complete article, visit journals.sagepub.com/doi/10.1177/00222194211037062.
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evelopmental dyslexia is now recognized worldwide as a specific learning disability (Mather et al., 2020). In the United States, grass roots organizations of parents and educators have advocated for state legislation to better address dyslexia (Youman & Mather, 2018). These efforts have resulted in most states passing laws requiring that intervention services be provided to children with this condition, especially in the early school grades. Many states also have legislation that calls for mandatory screening to identify students with dyslexia. A major challenge that states face in implementing this legislation is how to best define and operationalize dyslexia (Miciak & Fletcher, 2020). In this article, we argued that rather than defining dyslexia on the basis of an underlying cause, it is better viewed as a label for an unexpected reading disability. Such a view is consistent with a preventive approach in which risk for reading disability is identified and intervention is provided prior to children experiencing reading failure. To expand on this approach, we introduce a risk–resilience framework that can assist in operationalizing risk for dyslexia and potentially lead to more timely and effective intervention.
Defining Dyslexia 30
Despite the extensive scientific evidence concerning dyslexia, there is still disagreement of how best to define it (Elliott, 2020; Elliott & Grigorenko, 2014; Protopapas, 2019; Snowling et al., 2020). Most researchers, clinicians, and educators