The New Hampshire Branch of The International Dyslexia Association (NHIDA)
is a nonprofit 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 the,. 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.
Dyslexia Research, Education & Advocacy
New Hampshire Branch Serving Maine, Vermont, and New Hampshire
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.
What is the appropriate reading instruction for a child with dyslexia?
Parents often ask “What type of instruction does my dyslexic child need in order to learn to read?” Almost ALL children with dyslexia can be taught to read if they are given specific, comprehensive, and intensive instruction. This structured approach to reading should be delivered by a highly trained teacher in a method that is direct, explicit, systematic, and multisensory. Read More.
Dyslexia Elevator Pitch
People with dyslexia should be armed with the same ability to explain their Learning Difference quickly and concisely so that friends, family, coworkers and teachers can get an overview of their struggles easily. Here’s a short and sweet breakdown of what that elevator pitch may look like. Read more.
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.
The National Assessment of Educational Progress (NAEP) consistently finds that 35% of fourth graders in the United States are reading at a level that is below basic. Research has demonstrated that most reading difficulties can be resolved or diminished when reading is taught by a highly knowledgeable and skilled teacher.
The identification of individuals with dyslexia and other reading difficulties, and appropriate instruction by a well-trained teacher using a structured approach to teaching reading, has been a cornerstone of IDA since its beginning. The components of Structured Literacy are outlined in the IDA Knowledge and Practice Standards for Teachers of Reading. These comprehensive standards define what all teachers of reading need to know and be able to do so that all students become proficient readers. To ensure that teachers and specialists are appropriately trained, in 2012 IDA began reviewing and accrediting teacher training programs, both university-based and independent, for their alignment with the IDA Standards. For a list of university programs that have been accredited by IDA, click here. For a list of independent teacher training programs accredited by IDA, click here. Graduates of these programs will be eligible to sit for the IDA exam and receive IDA certification, indicating a high level of knowledge and skill to teach all children to become strong readers.