RMB Service Provider Referral Listidarmb.org/wp-content/uploads/2018/01/IDA-RMB_Referrals...RMB...

Updated 01/09/18 – www.idarmb.org/referrals p.1/10

RMB Service Provider Referral List

IDA members include experts who offer a variety of services including assessment, legal assistance, advocacy, speech-language therapy, academic language therapy, educational therapy, tutoring, and more. Below is a list of providers who hold memberships to IDA at the Professional and/or Corporate level, and have agreed to be a point of contact and/or source for various professional services. These individuals and businesses are members of our community who have been vetted to meet the high standards required to be on this list.

While the IDA does not recommend or endorse any individual, business, school, or program, the following list of providers is available to help inform parents, advocates, and other stakeholders seeking professional services. Please contact the individual providers below to check on their availability and to answer any questions you may have about their practices.

Professional and Corporate IDA members may apply for a listing in the IDA-RMB Provider Directory. To apply for a listing, please view our application at www.idarmb.org/referral-apply. Contact us at [email protected] if you have any questions or wish to update your current listing.

Tutors’ names are listed by area, then in alphabetical order by city. Click on the following links to jump to a particular geographic area:

Denver Central Tutors North and West Metro Area Tutors

Arvada, Evergreen, Golden, Lakewood, Westminster, Wheatridge

South and East Metro Area Tutors Aurora, Castle Rock, Centennial, Englewood, Greenwood Village, Highlands

Ranch, Littleton, Lonetree, Parker

Boulder Area Tutors Boulder, Broomfield, Dacono, Erie, Lafayette, Louisville, Niwot, Ward

Northern Colorado Tutors Fort Collins, Greeley Area, Longmont, Loveland

Southern Colorado Tutors Alamosa, Colorado Springs, Fountain, Pueblo

Mountains and Western Colorado Tutors Edwards, Fruita, Grand Junction, Salida

Specialists & Information:

Diagnosticians and Psychologists Other Services Advocacy, Counseling, Psychotherapy, Special Schools, Lawyers, etc.

* Evaluating Professionals Fact Sheet * A Publication of the International Dyslexia Association

http://www.idarmb.org/referral-apply

mailto:[email protected]


Denver Central Tutors Name and/or Company Title/Service Email/Website Phone City Will

Travel

Ana Dodson, M.A. Teacher, Reading Support Specialist K-5

[email protected] 303-986-1501 Denver yes

Elise Edelson Katch, MA, LCSW

Therapeutic Academic Tutor, Lic. Clin. Social Wkr., Reading Specialist

[email protected]

303-759-8200 Denver

Lowry Speech & Occupational Therapy, Deb Fenton, M.S, CCC-SLP

7 OG-Trained Speech/Lang. Pathologists. Handwriting & Keyboarding by OTs.

[email protected] www.lowrystot.com

303-360-0727 Denver

yes

Diane Mayer Certified Academy of Orton-Gillingham (AOGPE)

[email protected]

303-913-5413 Denver

Shari Most Associate Level Member AOGPE, Reading Tutor

[email protected] 303-997-6336 Denver

Jennifer Pelcyger, M.Ed. Dyslexia Solutions

Orton-Gillingham Language Therapist

[email protected]

720-291-3763 Denver

Jeanne Rutgers, MA Wilson Dyslexia Therapist, Wilson Certified Trainer

[email protected] www.rockymountaindyslexiatherapy.com

(720)272-5893 Denver

Debra Schlicht Morris, M.A.

Reading/Learning Specialist and Tutor (K-adult)

[email protected]

720-201-2211 Denver

Elenn Steinberg Reading Specialist, Advocate

[email protected] 720-937-8242 Denver yes

North and West Metro Area Tutors (Arvada, Evergreen, Golden, Morrison, Lakewood, Westminster, Wheatridge)

Name / Company Title/Service Email/Website Phone City Travel

Eileen Conroy Reading Intervention, Academic Tutor, Speech Language Pathologist

[email protected]

303-875-5264 Arvada

Rita Stevenson, MA Ed.

Certified Academy of OG Practitioners & Educators

[email protected]

303-642-3621 Golden

Meg Perkins Learning Specialist [email protected] 720-341-0925 Lakewood

Karen Beach Licensed Special Ed. Tchr, Cert. Barton Dyslex. Consultant/ Screener/Tutor

[email protected] 303-697-5408 Morrison/ Littleton area




http://www.lowrystot.com/






http://www.rockymountaindyslexiatherapy.com/

http://www.rockymountaindyslexiatherapy.com/








South & East Metro Area Tutors (Aurora, Castle Rock, Centennial, Englewood, Greenwood Village, Highlands Ranch, Littleton,

Lonetree, Parker) Name / Company Title/Service Email/Website Phone City Travel

Deanna Foss BrainRest, Inc.

Reading Specialist

[email protected]

816-820-8259 Aurora

Sally Pistilli Reading/Writing Specialist, Assistive Technology, Advocate & Consultant

[email protected] www.dyslexiaresourcegroup.com

303-910-9847 303-791-3360

Castle Rock

Sandra Barter, M.Ed. Learning Disabilities Specialist (prekindergarten –elementary grades)

[email protected] 303-770-8148 Centennial

Jennifer Price

Tutoring, ACT/SAT College Prep, Org/ Study Skills, Advocate

[email protected]

720-318-5178 Centennial

Linda Pennington, MA Reading Tutor Linguistic Remedies

[email protected] 303-741-2297 303-917-2403

Centennial

Cyle Feingold Dyslexia Specialist, Executive Function, Reading, Writing, Math Coach

[email protected] www.results-learning.com

303-771-1160 Greenwood Village

Lynne Fitzhugh, Ph.D, LDT, CALT-QI, Psych.

Diagnostics and Therapy for Dyslexia, Dysgraphia & Dyscalculia

[email protected]

720-432-READ (7323)

Greenwood Village

Ruth Levisohn

Speech-Language Pathologist [email protected]

303-756-0280 ext 104

Greenwood Village

Lynne B. Pred, Ph.D Reading/Learning Specialist, Speech/Language Pathologist

[email protected] 303-649-9007 Greenwood Village

Marjorie Baldwin, M.A. Certified Elementary Ed. Teacher/tutor/OG

[email protected] 303-919-7074 Highlands Ranch

Linda A. Neumann, M.A.

OG Tutor, Reading/Learning Specialist

[email protected] 303-807-5879 Highlands Ranch

Mary Russell, M.A., CALT

CALT, O-G tutor, reading, spelling, writing, and learning strategies

[email protected]

303-470-9487 Highlands Ranch

Mary Spencer, M.Ed. Dyslexia Specialist, Licensed Teacher, Reading Intervention

[email protected] www.AmericanReadingCorps.com


Carol Stather Reading Specialist/ Dyslexia Remediation

[email protected] www.achievereading.com


Judy J. Thornton Academic Language Therapist [email protected]


Mel Manion-Towner, MA, CCC-SLP/MS

Sp./Lang. Pathologist, Sped. Generalist, Reading & Math Specialist

[email protected] www.thinkingtherapyslp.com

303-638-6468 Littleton

Cynthia Herzl Speech-Language Pathologist/Literacy Tutor

[email protected]

303-985-8538 Littleton

Danielle Kolojay Dyslexia Specialist; Reading, Writing, & Math Tutor, organization/study skills

[email protected] 617-512-7929 Lonetree yes

Maureen Lake Learning Specialist [email protected] 303-514-3778 Lonetree

Sandra Giorgetta, MA, CALT

Dyslexia Specialist, Certified Academic Language Practit.

[email protected]

719-201-3301 Parker




http://www.dyslexiaresourcegroup.com/





http://www.results-learning.com/








http://www.americanreadingcorps.com/


http://www.achievereading.com/



http://www.thinkingtherapyslp.com/






Boulder Area Tutors (Boulder, Niwot, Broomfield, Westminster, Lafayette, Louisville, Dacono, Erie, Ward)


Nicolas Clausen Summit Reading Center

Reading, Spelling, Comp., Writing, Math

[email protected] www.summitrc.com

303-499-9729 Boulder

Mary Alice Ward, CALT Boulder Dyslexia Therapy

Certified Academic Language Practitioner

[email protected] www.boulderdyslexia.com

303-819-2814 Boulder

Valerie Tucker, M.Ed. Academic Therapist/ Educational Diagnostician

[email protected] 720-381-0710 214-202-3431

Boulder

Larisa Wilder, SLP Wilder Language & Learning

Speech/Language Pathologist

[email protected] www.wilderlanguageandlearning.com

720-536-8948 Boulder

Catherine R. Brown, M.Ed.

Reading, Writing, Organization/Study Skills tutor, OG

[email protected] 303-746-2507 Boulder

Catherine H. Deml, M.Ed.

Literacy Specialist [email protected] 303-579-6682 Broomfield

Margie Thompson, M.A. CCC-SLP

Speech Language Pathologist/Reading Specialist

[email protected]

303-665-5924 Lafayette

Annette Pawlas, M.A., CCC-SLP

Speech/Lang. Path., Reading, Writing, Oral Lang. & Articulation Services K-12

[email protected] 303-981-2775 Louisville

Darcy Mordhorst OG Tutor, Reading Specialist

[email protected]

303-859-4509 Niwot

Northern Colorado Tutors (Fort Collins, Greeley Area, Longmont, Loveland) Name / Company Title/Service Email/Website Phone City Travel

Cynthia Olson, MA Ed., CALT, ET/P, MA Ed. Psych.

Certified Academic Language Therapist, Educational Therapist, Educational Psych.

[email protected] 970-472-5216 Ft. Collins

Ann Webb Tutor, Fellow Orton-Gillingham Practitioners & Educ.

[email protected]

970-946-9259 Ft. Collins

Julia Bottom

Reading Specialist [email protected] 303-651-1372 Longmont

Jenny Heidel Orton-Gillingham Tutor, Retired Reg./Spec. Ed. Teacher

[email protected] 303-776-5292 Longmont

Cynthia Jacobsen, Ph.D, CCC/SLP, ASHA Fellow

Wilson Trainer & Tutor, Speech/Language Pathologist

[email protected] 913-426-8969 Longmont

Lynn M. Doughman, M.S.Ed.

Educational Diagnostician and Dyslexia Therapist

[email protected]

970-622-8096 Loveland


http://www.summitrc.com/


http://www.boulderdyslexia.com/



http://www.wilderlanguageandlearning.com/













Southern Colorado Tutors (Alamosa, Colorado Springs, Fountain, Pueblo)


Margaret Emery Reading Tutor. Multi-sensory & visual-spatial methods. Certified Elem. teacher.

[email protected] 719-466-9341 CO Springs



[email protected]

720-432-READ (7323)

CO Springs

Marsha Garrett Interventionist/Tutor [email protected]

(h)719-477-0328 (c)719-233-0151

CO Springs

Alison Santa Maria, CALP, MAT

Dyslexia & Reading Specialist, Literacy Interventionist

[email protected] www.springsliteracy.com

719-331-7860 CO Springs

Carole Young-Schroeder, M. Ed.

Educational Therapist [email protected]

719-237-4907 CO Springs

Peggy Johnson Certified Elem. Teacher, Reading Intervention/ Tutor K-3

[email protected]

719-382-7919 Fountain

Eva Plante,M.A.T., M.B.S, CALT Ascent Tutoring & Literacy Intervention

Therapy for Dyslexia and Reading; Chemistry, algebra I and physical science turoring

[email protected] 719-651-9323 CO Springs

Mountains and Western Colorado Tutors (Edwards, Fruita, Grand Junction, Salida)


Ginger Bohac, Ed.S., NCSP, CALT

School Psychologist, Reading Therapist

[email protected] 970-470-4344 848-951-5271

Avon

Lori Woodring Anderson, CALT

Spec. Ed. Teacher, Certified Academic Language Therapist

[email protected]

215-499-6669 Carbondale yes

Lindsay Lesch Academic Ascents, LLC

Cert. Orton-Gillingham Tutor, Spec. Ed. Teacher

[email protected] www.academicascents.com

207-735-4204 Frisco yes

Elaine Fletemeyer Literacy Intervention Specialist, Reading Specialist, Spec. Ed. Certified, O-G trained

[email protected] [email protected]

719-332-2199 (c) 970-314-9132

Grand Junction

Charlotte (Charlie) Tye

Educational Diagnos/Therapy, Dyslexia, Dysgraphia, NLD, Executive Funct.

[email protected] 719-244-3454 Salida

Prudence (Pooh) Bishop

Reading Specialist & Learning Coach

[email protected] 970-668-1119 Silverthorne/ Frisco





http://www.springsliteracy.com/







http://www.academicascents.com/






Diagnosticians and Psychologists Name / Company Title/Service Email/Website Phone City

Ginger Bohac, Ed.S., NCSP, CALT

School Psychologist, Reading Therapist

[email protected] 970-470-4344 848-951-5271

Avon

Nomita Chhabildas Licensed Clin. Psych. University of Colorado – Boulder

[email protected]

303-735-5570 Boulder

Valerie Tucker, M.Ed. Academic Therapist Educational Diagnostician

[email protected] 720-381-0710 214-202-3431

Boulder

Anne Whitney, Ed.D, CCC-SLP

Speech-Language Pathologist

[email protected] 303-913-7778 Broomfield



[email protected]

720-432-READ (7323)

CO Springs / Greenwood Village

Carole Young-Schroeder, M. Ed.

Educational Therapist [email protected]

719-237-4907 Colorado Springs

Lowry Speech & Occupational Therapy, Deb Fenton, M.S, CCC-SLP, Director/Owner

Tutoring by Speech/Lang. Pathologists w/ OG Training. OT Handwriting & Keyboarding Support.

[email protected] www.lowrystot.com

303-360-0727 Denver

Patty Meek, Ph.D. Educational Diagnostician [email protected] www.iqtestingdenver.com

720-237-9059 720-244-4292

Denver

Mary Beth O’Hagan, Ph.D

Clinical Psychologist [email protected] www.drmarybethohagan.com

303-918-9934 Denver

Nancy Winfrey, Ph.D Clinical Psychologist [email protected] 303-477-8181 Denver

Wolff Child Psych. Brian Wolff, Ph.D, Erica Meyer, Psy. D.

Clinical Psychologists

[email protected] [email protected] www.wolffchildpsychology.com

303-500-3407 Denver

Ruth Levisohn Speech/Language Pathologist

[email protected]

303-756-0280 ext 104

Greenwood Village

Lynne B. Pried, Ph.D. Speech/Language Pathologist

[email protected] 303-649-9007 Greenwood Village

Colleen O’Donnell, Ph.D., P.C.

Clinical Psychologist [email protected]


Lynn M. Doughman, M.S.Ed.

Educational Diagnostician & Dyslexia Therapist

[email protected]

970-622-8096 Loveland

Charlotte (Charlie) Tye Educational Diag., Therapy, Dyslexia, Dysgraphia, NLD, Executive Funct.

[email protected] 719-244-3454 Salida

Other Services (Advocacy, Counseling, Psychotherapy, Special Schools, Lawyers, etc.) Name / Company Description Email/Website Phone City

Hillside School ½ Day, 1-9 School for students with learning differences

[email protected] www.hillsidelearning.org

303-494-1468 Boulder

Julie Hagy-Hancock, M.S. Success by Design

Special Education Consultant/Advocate

[email protected] www.successbydesigneducation.com

757-692-3528 Boulder

The HillSprings Academy

½ Day School for LD/ADD

[email protected] www.hillsprings.org

719-576-3840 Colorado Springs

Sally Pistilli Assistive Technology, Advocate - IEP/504 Consultant, Self-Advocacy

[email protected] www.dyslexiaresourcegroup.com

303-910-9847 303-791-3360

Castle Rock

Elenn Steinberg Advocate, Reading Specialist

[email protected] 720-937-8242 Denver

Jessica Grant-Van Lankvelt

Special Education Consultant/Advocate

[email protected] 303-587-5541 Louisville








http://www.lowrystot.com/


http://www.iqtestingdenver.com/


http://www.drmarybethohagan.com/




http://www.wolffchildpsychology.com/







http://www.hillsidelearning.org/


http://www.successbydesigneducation.com/


http://www.hillsprings.org/


http://www.dyslexiaresourcegroup.com/




Evaluating Professionals Fact Sheet A Publication of the International Dyslexia Association – www.dyslexiaida.org Many parents are unable to find effective instruction to meet the educational needs of their children. This situation is especially true for reading instruction. That is, most public school teachers are not trained in the scientifically based approaches that are effective for a child with dyslexia. The following guidelines will help you know what to ask and how to find and evaluate an educational professional independent of the school. This is especially necessary, if you feel that your child is not receiving adequate instructional services from a qualified teacher within the school. How do I know if a professional is reputable or qualified? Evaluating the qualifications and track records of service providers is difficult but necessary. Inquire about educational background, previous work experience, and special training in instructional approaches designed to address the needs of students with dyslexia. Use IDA’s “Knowledge and Practice Standards for Teachers of Reading” and IDA’s Fact Sheet, “A Parent’s Guide to Effective Instruction” to formulate your questions. Determine if the instructor is trained and experienced in the use of Structured Literacy, Orton Gillingham, Multi-Sensory, Explicit Phonics or other programs consistent with IDA’s Knowledge and Practice Standards. Request references from professionals, parents, and former students, if appropriate. What training credentials should education professionals have in specific instructional approaches designed for students with dyslexia? Certification by a training course aligned with IDA Knowledge and Practice Standards Certification by an accredited multisensory structured language training course Documentation of levels of training completed within the training course Year and location of the training course and contact information for references from the director, institute,

academy, or clinic Involvement in ongoing, related professional development (attending workshops and conferences, serving

on boards or committees, speaking at conferences, conducting workshops, etc.) How do I know if a particular professional is the right person to work with my child? Take time to decide if the professional you are considering is a good match for you and your child. Specialized instruction is expensive, and your child will be investing time and faith in the person selected. Regardless of titles, degrees, or credentials presented, you must feel that you can establish rapport and a good working relationship with the professional who will be working with your child. Young professionals working under the supervision of a master teacher or experienced therapist often provide excellent services. The needs of very young children and the needs of adolescents and adults are different, and professionals often prefer to work with a particular age group. Meet and interview the prospective specialist to determine if he or she has a personal style that is comfortable for you and teaching expertise that is appropriate to your child’s learning needs. Students with a language-based learning disability, such as dyslexia, need consistent practice and repetition to master skills and learn to use skills functionally. Every lesson should consist of explicit, systematic instruction and targeted guided practice.

http://www.dyslexiaida.org/

https://dyslexiaida.org/knowledge-and-practices/

https://dyslexiaida.org/a-parents-guide-to-effective-instruction/

https://dyslexiaida.org/a-parents-guide-to-effective-instruction/

https://dyslexiaida.org/knowledge-and-practices/


Use the following questions to keep the meeting focused and productive: What services do you provide? What is the depth of your experience and training, including content knowledge and supervised practicum? How do you establish measurable goals for your students? What instructional strategies and programs do you use to plan and deliver instruction?

Is testing and evaluation necessary to diagnose dyslexia? Yes. IDA publishes a fact sheet (“Testing and Evaluation,” https://dyslexiaida.org/testing-and-evaluation/) that explains this process. When a student is having problems with reading and spelling, an effective evaluation can identify a student’s individual patterns of learning strengths and weaknesses and can determine whether the profile fits the definition of dyslexia. The purpose of testing and evaluation is to determine why the student is having difficulty and what can be done to help. When a diagnosis indicates that treatment is needed, parents should find an appropriate educational professional as soon as possible. A diagnosis of dyslexia cannot be determined by any one single test. A diagnosis of dyslexia includes consideration of background information, school history, and comprehensive assessment of both oral language (speaking and listening) and written language (reading and written expression) skills at all levels from the simplest to the most complex. A professional thoroughly familiar with the characteristics of dyslexia at different ages and stages in the continuum of literacy skills must interpret and integrate the information gathered into a comprehensive written report that includes the following information: A diagnosis Recommendations for instructional/remediation approaches that match the student’s profile Recommendations for educational accommodations (e.g., extended time), if indicated A statement regarding the need for compensatory strategies (i.e., assistive technology, based on level of

organizational skills, note-taking ability, and study or memory skills). The written evaluation report, with other pertinent reports or documents, should be given to the professional who will be working with your child. The professional needs this information to determine if his or her expertise fits the student’s needs. A thorough diagnostic report also helps to inform the planning of appropriate lessons or a preliminary instructional plan for review. A knowledgeable educational professional can help translate and clarify the information in the evaluation report, which can be difficult to decipher. In addition to the diagnostic evaluation, most professionals will perform additional assessments to determine baseline performance, monitor progress, and inform ongoing planning. How long does instruction need to continue? How often? What progress can I expect? How long a student will need specialized instruction depends on the severity of the problem and the frequency and length of the sessions. At a minimum, one-hour sessions should occur two times per week; optimally, four or even five sessions should be scheduled per week—for up to two hours. Instruction should continue until the student is functioning at a level of independence commensurate with age and cognitive ability. This could take two to three years or more. To master skills and apply them independently, students with a language-based learning disability, including dyslexia, need explicit instruction and consistent practice and repetition with teacher guidance—not only with development of skills but with application of these skills at higher and higher levels of functional use. Teaching reading and other written language skills to students with dyslexia and related disorders is not a quick fix. It is hard work, and sometimes students complain about how difficult it is. At the same time, however, the students themselves are the best judges of the effectiveness of the program. Students quickly become aware that the systematic strategies they are learning allow them to identify or spell words they could not previously


read or spell. They recognize their newly-learned ability to “figure out” what they could only guess previously. Although progress is often slow at the beginning, it will give them hope and motivate them to do their best and to keep trying. Significant progress becomes evident when appropriate instruction is delivered with fidelity, meaning with close adherence to the instructional guidelines of a particular Structured Literacy program, and when the instruction occurs with the necessary intensity (length and frequency of sessions; individual and small group instruction) and duration (how long instruction occurs over the months and years to come). Appropriate instruction for students with dyslexia and related language disorders is a process, not a product. For the student with dyslexia, it can be an important initial step toward a lifetime of learning. What are reasonable expectations for communication among school staff, independent educational professionals, and family? Will the educational professional meet with parents to discuss progress and planning?

Most educational professionals schedule routine periodic conferences to discuss student progress, to share student work samples and test results, and to plan for future instruction.

Is the specialist willing to attend school conferences to consult with teachers and any other professionals? The school and the classroom teacher should be kept informed about the outside program of instruction. It is useful for the school to have access to the written evaluation report that includes the diagnosis of the language-based learning disability, the child’s patterns of learning strengths and weaknesses, and recommendations for remediation, accommodations, and use of compensatory strategies. Sometimes, with parent permission, the specialist will be invited to attend parent-teacher conferences or Student Study Team (SST) meetings to discuss the best options for teaching and supporting the child in the classroom.

What policies, fees, and scheduling considerations are typical for working with an independent educational professional? Are the times available for working with your child compatible with the needs of your child and your family’s schedule?

For instruction to be effective, it must occur when the student is alert. Each family needs to make decisions based on the individual student and the availability of the educational professional. Some professionals schedule students early in the morning before school; others schedule sessions after school. Sometimes it is possible to schedule sessions during the school day.

Where will instruction occur? Most specialists conduct their sessions at their office or clinic. Some individuals may travel to the home of the student; there is often an extra fee for this. Sometimes, schools will provide a consistent and appropriate setting for teaching sessions to occur during the school day at school.

What fees and payment policies are typical for independent educational professionals? Fees of individual professionals vary from state to state and depend upon the qualifications and expertise of the professional. Ask to discuss fees —if the professional has not provided this information. It is your responsibility to ask about policies and fees in advance of hiring a professional.

What is the policy for missed sessions? Some professionals charge for all missed sessions. Some offer times for scheduling make-up sessions. Some charge for cancellations with less than 24 hours notice. Inquire about these policies before instruction begins.

Are instructional materials included in the session fee? Sometimes professionals charge an additional fee for instructional materials. Many do not, but it is best to ask.

What is the fee for phone calls and conferences at school or with you?


You will need to ask each individual professional about fees for meetings and phone calls. Some charge for phone calls and some do not. Most charge a fee for school meetings and conferences in addition to scheduled sessions with the child.

When is payment required and how often? Some professionals require monthly payments in advance. Others request payment at each session. Ask for information on fees and policies if the professional has not provided this information.

Does insurance cover the costs of testing or fees for specialized instruction? Depending on the state in which you live, the referral source, and your family’s insurance coverage, evaluations and/or remediation are sometimes covered or partially covered. Depending on many factors, some services may be tax deductible. Each family will need to check with insurance representatives and tax advisors for details.

The information in this Fact Sheet should help you choose the right professional to work with your child. You may also find it helpful to become familiar with the terminology used by professionals in the field. Please refer to the IDA Fact Sheet, “Helpful Terminology,” to learn about professionals working in this field of instruction and the support they offer for students with dyslexia and other related learning challenges.

References International Dyslexia Association (2010). Knowledge and Practice Standards for Teachers of Reading (www.dyslexiaida.org/knowledge-and-practices/). Moats, L.C. (1999). Teaching Reading IS Rocket Science: What Expert Teachers of Reading Should Know and Be Able To Do. (Item #372) Washington, DC: American Federation of Teachers. Spear-Swerling, L. (Fall, 2010). IDA’s Knowledge and Practice Standards and Teacher Preparation. Perspectives, 36 (4): 7-9. (www.dyslexiaida.org)

The International Dyslexia Association (IDA) thanks Nancy Cushen White, Ed.D., for her assistance in the preparation of this fact sheet. IDA would also like to acknowledge the contributions of IDA’s Research to Practice Publications Committee Chair, Karen Dakin; the other members of the Committee: Suzanne Carreker, Sandi Soper, Nancy Cushen White, Pam Hook, and Barbara Wilson; and IDA Editor, Denise Douce.

© Copyright The International Dyslexia Association (IDA). www.dyslexiaida.org

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