The New Hampshire Branch of the International Dyslexia Association
Serving: Maine, Vermont and New Hampshire
IDA Disclaimers 1. The International Dyslexia Association supports efforts to provide individuals with dyslexia with appropriate instruction and to identify these individuals at an early age. The Association believes that multisensory teaching and learning is the best approach currently available for those affected by dyslexia. The Association, however, does not endorse any specific program, speaker, or instructional materials, noting that there are a number of such which present the critical components on instruction as defined by The Association's Board of Directors. As the accreditation, initiative moves forward, the Association will, by virtue of its granting “accredited status,” be endorsing certain programs and materials. 2. Articles, links, advertising, questions/answers, and book reviews, etc., that appear in the NHIDA website are not necessarily recommended or endorsed by IDA.
The New Hampshire Branch of the International Dyslexia Association (NHIDA)
is a non-profit organization dedicated to promoting literacy through appropriate treatment, remediation and education, well-informed professional outreach and scientifically based studies through research for dyslexic individuals, their families and the communities that support them. 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.
The International Dyslexia Association (IDA)
The standards aim to specify what any individual responsible for teaching reading should know and be able to do so that reading difficulties, including dyslexia, may be prevented, alleviated, or remediated.
IDA Responds to the "Dyslexia Debate" - April 2014
The dyslexia debateis, at first glance, a small one. Julian Elliott and Elena Grigorenko, in their new book, The Dyslexia Debate, argue that the term "dyslexia" describes too many conditions, is too broad for diagnosis, and should be replaced by "reading disorders," a term that is, oddly, even broader and less scientific than the word they seek to replace. Read More.
Dr. Cheesman's App Chat: Vocabulary & Morphology - April 2014
Mature vocabulary is essential for comprehending written text with academic vocabulary-words not used in everyday conversation but found mainly in textbooks. Difficulty that people with dyslexia have with pronouncing, reading (decoding), and spelling words typically is related to their ability to process sounds in oral language. Vocabulary and comprehension suffer because they often confuse similar-sounding words (e.g., adopt/adapt)-or phrases (e.g. moot point/mute point). Read More.
IPerspectives on Language and Literacy - April 2013
IDA publishes Perspectives on Language and Literacy quarterly. Perspectives features practical articles for educators and other professionals dedicated to the identification of and intervention for dyslexia and other reading problems. The Managing Editor, Linda S. Siegel, Ph.D., is also the Theme Editor for the Winter Edition 2013, "Phonological Awareness and Learning to Read." Click here to read Dr. Siegel's "Theme Editor's Introduction."
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“The more that you read, the more things you will know. The more that you learn, the more places you'll go.”
Dr. Seuss, " I Can Read With My Eyes Shut!"