Definition of Dyslexia

“Dyslexia is characterized by difficulties with accurate and / or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.”

Adopted by the IDA Board of Directors, Nov. 12, 2002.

This Definition is also used by the National Institute of Child Health and Human Development (NICHD). Many state education codes, including Ohio and Utah, have adopted this definition. Learn more about how consensus was reached on this definition: Definition Consensus Project.

Parent’s Guide to Effective Instruction Fact Sheet

Reading problems are the most common type of academic underachievement. Especially for students with dyslexia, learning to read and write can be exceedingly difficult. Dyslexia and related reading and language difficulties are the result of neurobiological variations, but they can be treated with effective instruction.   Read More. 

PUSHING BACK: What to Say When Your School Gets It Wrong

IDA is committed to providing our Parent Members with current relevant information that will help their children reach their fullest potential. IDA has published a new advocacy document entitled Pushing Back: What to Say When Your School Gets It Wrong.

We encourage you to read this important information. A printable version and reference documents are available.

Reference Documents:
State Laws Table 
"Dear Colleague" letter from the US Department of Education


NHIDA - New Hampshire Branch of The International Dyslexia Association 

The New Hampshire Branch is a 501(c)(3) nonprofit scientific and educational organization serving Maine, Vermont and New Hampshire.    We educate the community about the causes, symptoms, assessment and remediation of dyslexia; disseminate information about available resources; teach multi-sensory structured language instructional approaches to educators and other professionals; and collaborate with organizations working on behalf of people with dyslexia.

NHIDA's mission is to serve as a local connection for the general public in Maine, New Hampshire and Vermont as a gateway to the international community through the International Dyslexia Association regarding matters pertaining to individuals with dyslexia.

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Knowledge and Practice Standards for Teachers of Reading

The IDA Knowledge and Practice Standards for Teachers of Reading (Knowledge and Practice Standards) provide a comprehensive research-based framework that articulates what all reading teachers and specialists should know and be able to demonstrate to teach reading successfully to all students. The focus of the Knowledge and Practice Standards is the structure of language and its component systems, their connections to design and delivery of instruction, and the complex nature of skilled reading. Such knowledge is critical in teaching those with dyslexia and other struggling readers, but all students can benefit from the Structured Literacy approach.  IDA Fact Sheet

M.Ed., M.S.W.,

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2016 Annual Conference - REGISTRATION IS OPEN

Structured Phonics (OG)

From Phonology to Syllabication to Morphology:

The Three Levels for Decoding, Spelling and Vocabulary

       Friday, September 23, 2016     
     SERESC - 29 Commerce Drive, Bedford, NH

We are sorry, but this event has sold out.

To be added to our waiting list, please email the following information to us at

your name
mailing address
email address
telephone number and
the latest date on which we could notify you of an opening. 

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New Hampshire Branch

   Serving Maine, Vermont, and New Hampshire

603-229-7355 messages only
PO Box 3724
Concord, NH 03302

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on our Trainings and Events page!

Dyslexia Research, Education & Advocacy

Evaluating Professionals Fact Sheet

Many parents are unable to find effective instruction to meet the educational needs of their children. This situation is especially true for reading instruction. That is, most public school teachers are not trained in the scientifically based approaches that are effective for a child with dyslexia. The following guidelines will help you know what to ask and how to find and evaluate an educational professional independent of the school. This is especially necessary, if you feel that your child is not receiving adequate instructional services from a qualified teacher within the school.

How do I know if a professional is reputable or qualified?  
Learn more.

Founded in Memory of Samuel T. Orton.