Collections for Personal and Professional Learning
Understanding Dyslexia in Connecticut
This resource collection was developed through the Connecticut Dyslexia Awareness Collaborative (CT-DAC) to build a shared and accurate understanding of dyslexia: what it is, what it is not, how it may affect reading development, and why it may look different from one learner to another.
The resources explore Connecticut’s definition of dyslexia, common characteristics and misconceptions, and the varied ways dyslexia may present across learners. Together, they reinforce an important message: there is no single dyslexia profile. Learners may demonstrate different strengths, areas of difficulty, and contributing factors, and the presentation and degree of difficulty may vary across individuals.
These resources are intended for educators, families and caregivers, school and district teams, university partners, students, and community members. They provide a common foundation and shared language that can support ongoing conversations about dyslexia, screening, early warning signs, Child Find, evaluation, eligibility, and instructional decision-making.
Alignment to Connecticut’s Educator Competencies for Structured Literacy and Dyslexia
This resource collection is grounded primarily in Foundational Competency 5: Dyslexia, which emphasizes educator knowledge of diverse reading profiles, including dyslexia, and their varied presentations.
The resources specifically connect to the following competencies:
- 5.3K: Reading-Difficulty Profiles: Understand the characteristics of different reading-difficulty profiles. The case studies illustrate how similar reading concerns may appear within very different learner profiles.
- 5.4K: Development and Instruction: Understand that symptoms of reading difficulty may change over time in response to development and instruction. The resources reinforce the importance of considering a learner’s development and educational experiences when understanding reading difficulties.
- 5.5K: Definitions of Dyslexia: Identify the tenets of Connecticut’s definition of dyslexia and current evidence-based definitions. The guidance document establishes Connecticut’s definition as the foundation while also providing additional context from current research.
- 5.6K: Characteristics of Dyslexia: Identify and understand the distinguishing characteristics of dyslexia, including difficulties that may affect decoding, word recognition, spelling, and reading fluency.
- 5.7K: Risk Indicators: Identify risk indicators associated with dyslexia while recognizing that the presence of a characteristic or concern alone does not determine whether a learner has dyslexia.
- 5.8K: Variability in Dyslexia: Explain how dyslexia varies in presentation and degree. This is a central theme across the guidance document, visual, case studies, and webinar.
The case studies also connect to broader competency areas related to language, literacy development, and individual learner factors. Sofia’s profile reinforces the importance of considering multilingual language development and linguistic and literacy experiences when interpreting reading performance. Marcus’s profile highlights the importance of considering individual factors, including attention, alongside literacy data rather than viewing concerns in isolation.
Together, these competency connections reinforce the importance of looking beyond a single score, behavior, or characteristic and considering the learner’s broader profile.
Understanding Dyslexia in Connecticut: Guidance Document
The Understanding Dyslexia in Connecticut guidance document provides the foundational information for this resource collection.
It establishes a shared and accurate understanding of dyslexia for families, educators, school teams, university partners, and the broader Connecticut community. The guidance includes Connecticut’s definition of dyslexia, characteristics that may be observed across development, common misconceptions, and information about the different ways dyslexia may present.
It also provides current research context related to the continuum of severity, word reading and spelling difficulties, phonological and morphological processing, oral language, and the importance of timely recognition and targeted instruction.
Use this resource to: establish shared language, clarify common misconceptions, support conversations with families and colleagues, and strengthen understanding of dyslexia and reading development.
Understanding Dyslexia Visual
The Understanding Dyslexia Visual provides an at-a-glance representation of key concepts related to dyslexia and its varied presentation.
The visual reinforces that dyslexia is not an all-or-nothing condition and may look different from one learner to another. Areas commonly associated with dyslexia, including phonological awareness, decoding, word recognition, spelling, and reading fluency, may vary in presentation and degree.
The visual is intended to complement the more detailed information in the guidance document and make important concepts easier to communicate across audiences.
Use this resource to: support conversations about the varied presentation of dyslexia, reinforce that one profile does not define dyslexia, and provide an accessible entry point into the topic.
Understanding Dyslexia Through the Lens of Case Studies
The companion case study PowerPoint contains the slides used in the case study recording and can also be used independently by schools, districts, educator preparation programs, and other partners.
The slides introduce Jordan, Sofia, and Marcus; highlight their strengths and areas of concern; and provide discussion questions designed to encourage reflection about the full learner profile.
The comparison across the three learners reinforces the central message that similar concerns may appear within very different profiles.
Use this resource to: facilitate a team meeting, staff discussion, faculty session, professional conversation, or other local learning opportunity.