This document was designed to supplement the publication Connecticut's Framework for RTI- Using Scientific Research-Based Interventions: Improving Education for all Students (August 2008), and specifically focuses on this framework as it applies to ELLs.   

A resource that explains the process and developmental stages of second language acquisition and promotes a collaborative approach among teachers, administrators, and other personnel involved in the education of ELLs.   

An abstract that explains the scientific understanding of dyslexia and other learning disabilities.   

The purpose of this technical assistance paper is to briefly describe what is currently known about dyslexia, focusing particularly on methods of early identification, prevention, and remedial instruction.   

An article published on Education Week by Kyle Redford which discusses issues surround Dyslexia such as effective interventions, general confusion surrounding the condition as well as potentially capable classmates who were "left alone to struggle in regular classes or ushered into the school basement to learn alongside students with a wide variety of learning disabilities, including the developmentally disabled".   

The Office of Special Education and Rehabilitative Services (OSERS) released guidance to state and local educational agencies which clarifies that students with specific learning disabilities such as dyslexia, dyscalculia, and dysgraphia have unique educational needs.   

Passed by the U.S. Senate to recognize the significant educational implications of dyslexia. Read more about this article on The Yale Center for Dyslexia and Creativity website or download the PDF from Yale here.

This article provides strategies for educators on how to best support parents of children identified with specific learning disabilities.   

The International Dyslexia Association offers these standards to guide the preparation, certification, and professional development of those who teach reading and related literacy skills in classroom, remedial, and clinical settings.   

The intent of this toolkit is to provide classroom teachers with basic information about dyslexia, dispel some of the myths and misconceptions surrounding it, and be a resource that will increase their capacity to ensure the success of diverse groups of learners.