2017 Fall Parents Dyslexia Summit: Navigating Through the School System with Nancy Duggan

Decodable Chapter Books - We choose our words wisely!
Navigating the School System:
00:00 - 00:50 Introduction
04:03 - 08:21 Definition of reading by Congress (IDEA law) -
SEE BELOW
08:22 - 14:59 Essential components of reading by Congress - explicit and systemic instruction - SEE BELOW
15:00 - 20:55 Accessing the class curriculum when a student is reading below grade level, accommodations, building age-appropriate vocabulary
20:56 - 31:00 Building foundational reading skills, memorizing vs reading, decoding, fluency, comprehension, does my child's IEP goals make sense?
31:01 - 33:31 IEP meetings, development of strategies and skills
33:32 - 40:23 How to figure out if the teachers have the right training to meet your child's needs
45:15 - 48:50 Record taking and outside support in the IEP meeting
48:51 - 50:28 How to find the right advocate and understanding the assessment to ask for the right support for your child
50:29 - 59:58 Evidence-based methodology vs reading products. What is direct explicit instructional time?

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Anyone can use the specific details of reading defined by Congress, to review a student’s reading goal, curriculum and progress. Let’s first look at what reading is and how to teach it and then apply this to individual student plans.

Reading 20 U.S. Code § 6368(5):
The term “reading” means a complex system of deriving meaning from print that requires all of the following:
(A) The skills and knowledge to understand how phonemes, or speech sounds, are connected to print.
(B) The ability to decode unfamiliar words.
(C) The ability to read fluently.
(D) Sufficient background information and vocabulary to foster reading comprehension.
(E) The development of appropriate active strategies to construct meaning from print.
(F) The development and maintenance of a motivation to read.
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Essential components of reading instruction (ECORI) 20 U.S. Code § 6368 (3):
The term essential components of reading instruction means:
explicit and systematic instruction in—
(A) Phonemic awareness;
(B) Phonics;
(C) Vocabulary development;
(D) Reading fluency, including oral reading skills; and
(E) Reading comprehension strategies.
Every participant in the summit is completely independent and in no way supports the ideas and practices of the other participants, the host or any of the items and services.