Our anticipation is mounting for NOBIDA's in-person Strands of Understanding: Weaving in Comprehension & Writing Symposium. On September 27, 2024, esteemed presenters Dr. Ioulia Kovelman and Dr. Rebecca Tolson will take the stage at the Signature Events Venue and Catering in Euclid, Ohio.

Understanding the Presentation

In their presentation titled "What's in a Word? A Brain-Behavior Perspective on Word Reading & Dyslexia," Dr. Kovelman and Dr. Tolson will delve into the critical role of morphological awareness in word recognition and reading comprehension. Through a synthesis of research, education, and policy-based perspectives, they will offer insights into best practices for supporting literacy success for all learners.

Learn More and Register for Extended Access to Literacy and Parenting Focused Resources Today!

Register and enjoy extended access to virtual professional development presentations until December 31, 2024.

In addition to our in-person symposium, Strands of Understanding: Weaving in Comprehension & Writing, we are excited to offer our parent video series through our extended access offerings. This pre-recorded, on-demand video series is specifically created to support parents and guardians of students with learning differences. One of these presentations is Empowered Education Advocate, led by Mary Jo O'Neill and Janet Griffith.

Understanding the Presentation

In this session, Mary Jo O'Neill and Janet Griffith will provide parents with a comprehensive understanding of the various school supports available to students with disabilities. They will cover informal supports, 504 plans, and Individualized Educational Programs (IEP), including eligibility requirements and the differences between medical and educational assessments. The presentation will offer insights into the IEP process, important components of a strong IEP, and strategies to support students with dyslexia and behavior needs. Additionally, the unique challenges faced by students of color will be addressed, ensuring a well-rounded approach to advocacy.

We're thrilled to announce that alongside our in-person Strands of Understanding: Weaving in Comprehension & Writing Symposium, we'll be offering on-demand virtual presentations through extended access. Among the extended access presentations, Andrea Thomas will lead a session titled Using Neuhaus’ Describing Hierarchy to Build Background Knowledge.

Understanding the Presentation

In her presentation, Andrea will provide a comprehensive overview of the importance of background knowledge in literacy development. She will introduce Neuhaus’ Describing Hierarchy, a powerful tool for teaching background knowledge. Attendees will gain practical strategies for implementing the Describing Hierarchy in various educational settings, ensuring active student engagement and integration into content-specific lessons.

The Northern Ohio Branch of the International Dyslexia Association (NOBIDA) is thrilled to announce the upcoming Strands of Understanding: Weaving in Comprehension & Writing Symposium, scheduled for September 27, 2024, at Signature Events Venue and Catering in Euclid, Ohio. Among our esteemed in-person speakers, we are honored to present Dr. Kay Wijekumar, whose groundbreaking insights into reading comprehension promise to enlighten and inspire attendees.

Understanding the Presentation

Dr. Wijekumar, the Houston Endowment Chair and Director for the Center for Urban School Partnerships at Texas A&M University, will lead a session titled "Ensuring Comprehension Success for Every Child." Drawing upon over 25 years of experience in education and her significant research contributions, she will introduce attendees to the Knowledge Acquisition and Transformation (KAT) Framework. This innovative approach addresses the root causes of comprehension challenges, offering practical solutions grounded in research and real-world application.

Marilyn Zecher joined us in N. Canton, Ohio, June 10-14, 2024.
Her SOLD OUT course was a success! Attendees were inspired by her creative Multisensory Math teaching techniques.

Continue reading for a roundup of the most frequently asked questions about her course.

Our most recent Dyslexia Simulation was attended by a local news outlet, Spectrum News 1, and they captured compelling interview footage!

Click here and watch the Spectrum News 1 story.

Thank you to our Rise Up! Sponsors:

Our Premiere 34th Annual Symposium 2 Day Event Sponsor

Lawrence School: Great Minds Don't Think Alike

Structured Literacy is defined as a comprehensive approach to literacy instruction that research has shown to be effective for all students and essential for students with dyslexia. It is also beneficial for English learners (Baker et al., 2014; Gersten et al., 2008; Kamil et al., 2008; Vaughan et al., 2006).

Programs that use structured literacy as their foundation are those advised for use in OH schools as districts begin to implement HB 436.

Visit our HB 436 page to learn more about the specific requirements.

2023 Updates

Proposed OH budget allotments to fund state literacy initiatives have been announced. The OH Dyslexia Guidebook plan for screening, intervention, and remediation of children with dyslexia or displaying dyslexic characteristics and tendencies goes into effect for the 2023-24 school year.

As reported on Cleveland.com:

Recently I read a blog post by a mom who was describing how overwhelmed she was feeling after her child received a diagnosis of dyslexia. She wasn’t necessarily overwhelmed with emotion, but instead she was overwhelmed by the amount of information she had to sift through to figure out the best thing to do for her child. In the age of surging dyslexia awareness, there are endless articles and blog posts by other parents, professionals, and everyone in between. There are advertisements promising impressive results in small periods of time. There is advice from friends and neighbors that often includes suggesting what worked for their children. This avalanche of information can be conflicting and confusing. It is difficult to discern good, quality advice from snake oil and “quick fixes.” So, let’s unpack all the information that parents, new to the dyslexia, need to know.

Trust Your Instinct

Remember that you know your child better than anyone. When your instinct is telling you that something isn’t right for your child, it probably isn’t. Keep an eye out for those who promise you a specific amount of progress in a specific amount of time. Your gut should tell you that this is impossible without meeting your child and without understanding how dyslexia is affecting him or her. If you are feeling pressured to sign a contract or pay an exorbitant amount up front, sleep on it. The important point here is that dyslexia affects each individual differently and those differences necessitate individualized approaches and the decision of whom to trust is a big one.

Please watch this CBS Sunday Morning segment to learn about dyslexia and why we advocate for the early identification and appropriate instruction for ALL struggling readers.

You may or may not be aware of a letter from 57 backers of balanced literacy sent to officials of the Public Broadcasting System, taking issue with the way PBS covered the topic of dyslexia. The letter is now in wide distribution and is being promoted by Reading Recovery as well as the ILA and its state organizations. If it hasn’t come to your state or been sent to your legislators, it will be.

The letter is a rehash of lies, but this time we’re fighting back and exposing their dishonesty. Attached, you will find my point by point reply, including the letter to PBS and other documents. Please share this widely so you and your members are equipped to expose this dishonest letter for what it is, whenever they encounter it.

Smooth seas don’t make for skillful sailors.
~ Author Unknown

One undeniable fact is that, in most cases, having dyslexia makes life more difficult.

During the school-age years, students with dyslexia generally

• have to work harder to be successful
• struggle with self-esteem
• tend to be seen by their teachers as less cooperative and less attentive than their classmates

In adulthood, those with dyslexia often