IDA infographics help make complex information easy to digest, remember, and share and are made for a wide audience—both those individuals new to dyslexia and related literacy/learning issues and the experts. Please share our infographics and our fact sheets to raise awareness about dyslexia and to help support the policy and practice changes needed to bring effective instruction (particularly in reading) to every child with dyslexia in every classroom across the nation. Also, please see additional infographics from colleagues in the field below.
Is Dyslexia a Gift? (September 2017)
Beware of Education Promises Too Good to Be True! (October 2016)
What Is Structured Literacy? (Summer 2016)
How Widespread Is Dyslexia? (February 2016)
The National Joint Committee on Learning Disabilities (NJCLD) advocates for “implementation of High Quality Education Standards (HQES) for all students, including students with learning disabilities.” NJCLD’s report, “Learning Disabilities and Achieving High Quality Education Standards,” outlines five critical areas of attention to bring HQES to all students.
Nancy Young’s “Ladder of Reading” infographic shows the relationship between explicit instruction and learning to read. Access that graphic at her website, here.
Hollis Scarborough—creator of the famous Reading Rope and senior scientist at Haskins Laboratories—is a leading researcher of early language development and its connection to later literacy. The genesis of the Reading Rope dates back to Scarborough’s lectures for parents on the complexities involved in learning to read. Originally, she spoke of skilled reading as resembling the “strands” of a rope, using pipe cleaners to illustrate the interconnectedness and interdependence of all the components. Learn more about Dr. Scarborough and the Reading Rope.
The Southport CoLab and Florida Center for Reading Research created this fantastic infographic tackling common myths about dyslexia and vision. Spoiler Alert—-there’s no evidence that visual problems cause dyslexia, no evidence that treatment for convergence improves decoding or comprehension, and no evidence that visual interventions remediate dyslexia or learning disabilities.