Getting the action you deserve: an article by Kathi Borthwick on how you can successfully advocate at your school.
How to be a “pushy parent”: advice on working with a school.
The Mississippi Department of Education website has the Mississippi Dyslexia Handbook containing "Guidelines and Procedures Concerning Dyslexia and Related Disorders". This handbook is to provide guidelines for Mississippi school districts, teachers, and parents in the identification and instruction of students with dyslexia. This resource guide was prepared to assist regular educators in gaining current information concerning the term dyslexia, accommodations and modifications, as well as instructional programs designed to meet the unique needs of students with dyslexia.
The Effect of Brain Gym® on Reading Abilities: summary of a 1998 study by Cecilia Koester to determine whether Educational Kinesiology Brain Gym® activities had an effect on the reading abilities of students in third, fourth, and fifth grade classrooms, as indicated by a comparison of standardised test scores taken in May 1998 and May 1999. Students and teachers did a minimum of 15 minutes of Brain Gym per day. A full 55 percent of third grade students and 89 percent of fifth grade students in the Brain Gym group improved their scores by twenty percentile points or more; in the control group (those who did not receive Brain Gym support in their classrooms) there were no such improvements. (Present address: Cecilia (Freeman) Koester, M.Ed., 73-1090 Loloa Drive, Kailua-Kona, HI 96740, U.S.A.; Phone: +808-640-3949).
National Reading Panel reports that a combination of teaching phonics, word sounds, and giving feedback on oral reading was the most effective way to teach reading (April 2000, National Institute of Child Health and Human Development). In the largest, most comprehensive evidenced-based review ever conducted of research on how children learn reading, a Congressionally mandated independent panel has concluded that the most effective way to teach children to read is through instruction that includes a combination of methods. Summary of article on Attention.com website.
Dr David Rabiner on The Impact of Early Attention Difficulties on Children's Reading Achievement.
Why English is tough for dyslexics. "When English-speaking children with dyslexia begin to read, they face the awesome task of learning more than 1,100 ways that letters in the written language are used to symbolise the 40 sounds in the spoken language. This may explain why there are twice as many identified dyslexics in English-speaking cultures as in countries with less complex languages, according to a study". Many other articles also available at this site.
Handwriting problems (dysgraphia).
Understanding the assessment “Wechsler Intelligence Scale for Children – III (WISC-III)" Wright & Wright (2001), “Understanding Tests and Measurements for the Parent and Advocate”.
Metacognition. Livingston (1997), Metacognition: an overview.
From the National Information Center for Children and Youth with Disabilities, Washington, D.C. Teaching techniques / strategies.
Susan Baum, "Gifted but learning disabled: a puzzling paradox".
Colleen Willard-Holt, "Dual exceptionalities".