2025 Kansas MTSS & Alignment Symposium

This two-part presentation addresses the nature of dyslexia and best practices for identification and treatment within the context of multi-tier systems of support (MTSS). It begins with a review of definitions of dyslexia, highlighting key commonalities and differences, and focusing on implicit classification hypotheses. The presentation then reviews empirical evidence for proposed definitional attributes, focusing on key sources of controversy, including the role of IQ and instructional response, as well as issues of etiology and immutability. The session includes specific recommendations for assessment and identification developed at the Texas Center for Learning Disabilities and documented in an influential practice guide. 

The second session focuses on instructional practices to address the reading, language, and behavior needs of students with dyslexia. The session highlights evidence-based practices for all students with dyslexia, then outlines strategies to intensify intervention based on individual student data. The session concludes by addressing several myths and misconceptions around dyslexia.