Institute
A division of The Windward School
The
Beacon The Windward Institute Journal for Educators and Parents Fall 2022 IN THIS ISSUE Understanding Dyslexia in the Context of Developmental Language Disorders By Suzanne M. Adlof, PhD and Tiffany P. Hogan, PhD, CCC-SLP
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HEAD LINES
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RESEARCH ROUNDUP
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Building a Structure for Literacy Part II: Pairing a Solid Intervention Program with Screening for Dyslexia By Jamie Williamson, EdS What It Takes to Win in the Arena of Reading Education By Danielle Scorrano, MPS Q&A WITH INSPIRING LEADERS IN THE WORLD OF DYSLEXIA
Understanding Dyslexia in the Context of Developmental Language Disorders By Suzanne M. Adlof and Tiffany P. Hogan
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This article was excerpted from its complete version published in Language, Speech, and Hearing Services in Schools October 2018. Used with permission. To read the complete article, visit https://doi.org/10.1044/2018_LSHSS-DYSLC-18-0049
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Emerson and Georgette Dickman, Educators and Advocates By Jana Cook and Danielle Scorrano, MPS INTERSECTING RESEARCH WITH CLASSROOM PRACTICE
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INSIDE THE INSTITUTE
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TURNING THE TIDE
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NEWS AROUND WINDWARD
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Language: The Vehicle That Drives the Curriculum By Lydia Soifer, PhD The Windward Institute: An Exemplar of Translational Science By John J. Russell, EdD Translating Translational Science to Address the Needs of English Language Learners By Annie Stutzman, MS
lthough the term dyslexia is familiar to most of the lay public, there is no consensus on precise diagnostic criteria. Most definitions of dyslexia agree on primary inclusionary criteria, including marked difficulties with word reading, decoding, and spelling as evidenced by low accuracy and/or fluency on standardized assessments. There is also a general agreement that these difficulties should be inconsistent with or “unexpected” in consideration of other aspects of development, including general intellectual abilities (American Psychiatric Association[APA], 2013; Lyon, Shaywitz, & Shaywitz, 2003; National Institute of Neurological Disorders and Stroke, 2017; Tunmer & Greaney, 2010). For example, children with hearing or vision impairment or with neuro developmental syndromes or who have had a prior head injury may experience reading and spelling difficulties as a result, but they would not be considered to have dyslexia. Some definitions further specify that poor instruction should be ruled out as a cause of reading and spelling difficulty (APA, 2013; Lyon et al., 2003). In research and practice, the operationalization of these inclusionary and exclusionary criteria varies widely, leading to sizeable variation in estimated prevalence rates—from as low as 3% to as high as 20% of the population (Rutter et al., 2004; Shaywitz, 1996; Spencer et al., 2014). One source of confusion concerns perceptions about the oral language abilities of children with dyslexia. On the one hand, dyslexia has been described as a “languagebased” disorder for many years; such descriptions have been focused primarily on