On January 11, 2024, the Alabama State Board of Education adopted NEW Literacy Standards based on the Science of Reading (SOR) and fully embracing the Knowledge and Practice Standards (KPS) developed by the International Dyslexia Association (IDA). These new Literacy standards will govern instruction for prospective teachers and for children […]
CLICK THIS LINK TO REGISTER FOR 2024 RISE TO THE CHALLENGE Make plans to join us in Huntsville for our annual Rise to the Challenge Literacy and Math Conference. We will have nationally recognized literacy and math experts there to share cutting-edge information over the two-day conference. We also have […]
Through the 2015 Dyslexia Amendments to the Alabama Administrative Code, the Dyslexia Advisory Council (DAC) was charged with developing and maintaining the Dyslexia Resource Guide (DRG). The DAC works closely with the leadership of the Alabama Reading Initiative to ensure that the DRG meets the needs of Alabama schools and […]
In 2022, the Alabama Department of Education developed a Section 504 Guide to Support Students with Dyslexia. This guide provides lists of reading, writing, testing, homework, giving directions, technology, and classroom accommodations for teams to consider when developing 504 Plans for students with dyslexia.
The Alabama Literacy Act (ALA) established a Literacy Task Force (LTF). The IDA-AL Branch was asked to appoint three Certified Academic Language Therapists to the LTF. Early identification and intervention for K-3 students who have literacy challenges including dyslexia is a primary purpose of the ALA. The LTF has been […]
The Hatfields and McCoys do not hold a candle to the two opposing sides of America’s very real and devastating reading war that has been waged for the past 40 or more years. The dyslexia-destructive “Whole Language” (WL) camp remains deeply entrenched discounting for 20 years the science of reading […]
Governor Ivey signed the Alabama Literacy Act in June 2019 which mandates that all K-3 children in Alabama public schools be screened for literacy deficits including dyslexia. Additionally, students who evidence characteristics of dyslexia as determined by the dyslexia screening must be provided with dyslexia-specific intervention. A literacy plan must […]