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Download: Dyslexia intervention program manualzed guide

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Students with dyslexia often exhibit weaknesses in underlying language skills involving speech sound (phonological) and print (orthographic) processing and in building brain pathways that connect speech with print. The brain pathways used for reading and spelling must develop to . Multisensory Structured Language Teaching ‚Ai Page 2
cause of dyslexia, these differences are just as likely or even more likely to be a consequence of the reading problem rather than the cause of it. The reason for saying this is that when individuals with dyslexia respond positively to intervention, their brain activity “normalizes” and becomes comparable to that of normal readers.
Dyslexia is a neurodevelopmental disorder with a probable genetic basis, and it is generally agreed that more boys than girls are affected (although the gender ratio is higher in referred samples). The core feature of dyslexia is a problem with word decoding, which in turn impacts spelling performance and the development of reading fluency.
The department sought feedback from the Dyslexia Advisory Council and external stakeholders to develop this resource document. The Dyslexia Resource Guide assists districts in their implementation of the requirements established by Public Chapter 1058. In particular, this guide: identifies and clarifies the bill requirements
The development of California’s dyslexia guidelines involved the many people who participated in the Dyslexia Guidelines Work Group from 2016 to 2017. The California Department of Education extends its profound gratitude to the following individuals and the organizations they represented for their generous contributions of time and expertise in
VI. Identification of Dyslexia/Determination of Services Once the identification of dyslexia has been made and parents have given approval, the student will be placed in the district’s dyslexia program. Instructional decisions for a student with dyslexia must be made by a committee (504 or ARD) that i
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