The Introduction to Dyslexia Module examines defining, identifying, and understanding dyslexia. It also presents ongoing questions, future directions, and strategies for consulting with families. The module includes case studies of students from diverse backgrounds and addresses the underrepresentation of dyslexia in children of color.

The Dyslexia and the Brain Module defines neurodiversity, provides an explanation of the evolution of the reading brain, identifies unique features of the dyslexic brain, and discusses the relationship between emotions and cognition. The module asserts that better learning and reading result when students are emotionally engaged through developmentally, culturally, and linguistically appropriate instruction that capitalizes on the assets that all pupils possess.

The Screening and Assessment for Dyslexia Module begins with an overview of assessment and multi-tiered system of supports (MTSS). Next, the module includes a discussion on the importance of screening with examples of different screeners. The module also addresses the process of assessing for special education services for struggling readers, particularly with dyslexia. The module ends with resources for families of students who struggle to read, including information to help families navigate the sometimes convoluted road to accessing services for their child. Emphasized throughout are strategies for identifying and challenging educational systems that have maintained inequities.

The Early Childhood and Dyslexia Module focuses on the early language and literacy development of diverse young children and provides an overview of early markers of potential difficulties with literacy. The module provides both specific recommendations for classroom and home-based instruction, as well as resources for educators and parents. An important premise is that an understanding of the multifactorial risk and resilience model of dyslexia can help teachers break the cycle of academic and socio-emotional failure that is prevalent among underserved and educationally marginalized populations, particularly culturally and linguistically diverse students.

The Multilingual / English Learners and Dyslexia Module begins with an overview of California’s linguistically diverse student population. The module provides specific examples of how to use students’ knowledge of their native language in learning to read in English, and includes discussion of the ELA/ELD Framework, culturally responsive teaching, Universal Design for Learning (UDL) and screening. Throughout the module emphasizes the importance of integrating oral English proficiency with English language literacy development. The module concludes with an example of an Equity-based Language Assessment and an accompanying activity with resources.