If portions of Perspectives on Language and Literacy are cited, please make appropriate reference. Articles may not be reprinted for the purpose of resale. Click here to request permission to republish articles from Perspectives or send an e-mail to Info@DyslexiaIDA.org for more information.For information on advertising in Perspectives on Language and Literacy, please click here or contact Info@DyslexiaIDA.org with any questions.
Following the Spring 2020 issue of Perspectives on Language and Literacy, this publication became an exclusive benefit of IDA membership. We encourage you to visit IDA’s Digital Dyslexia Library, a free community resource where you can search by topic to find past articles of Perspectives and other resources. Links to issues prior to spring 2020 are listed below.
To view previous issues of Perspectives on Language and Literacy click on the links below.
2020 (Vol. 46)
- Diverse Vulnerable Learners with Reading Disabilities: A Call to Action (Spring)
- Evaluating Interventions for Reading Instruction (Winter)
2019 (Vol. 45)
- The Importance of Knowledge (Fall)
- Structured Literacy (Summer)
- Building the Foundation for Best Practices (Spring)
- Dyslexia Defined: An Update with Implications for Practice (Winter)
2018 (Vol. 44)
- The Art and Science of Implementation (Fall)
- The Early Identification of Reading Difficulties (Summer)
- Writing Instruction in the Era of CCSS: Supporting Students with Reading and Writing Disorders (Spring)
- Dyslexia and Transitions (Winter)
2017 (Vol. 43)
- Implementing Response to Intervention: Principles and Practice (Fall)
- Response to Intervention: Promises, Problems, and Progress (Summer)
- Morphological Awareness: How the Pieces Add Up (Spring)
- Taking on Math Difficulties (Winter)
2016 (Vol. 42)
- Teaching the Teachers: Eliminating Gaps to Better Serve Children with Dyslexia (Fall)
- Auditory Processing and Comprehension (Summer)
- Focus on Reading Comprehension (Spring)
- Early Identification and Treatment of Dyslexia: A Brain Based Perspective (Winter)
2015 (Vol. 41)
- Dyslexia Legislation: Past, Present and Future (Fall)
- Vocabulary Research Meets the Classroom (Summer)
- Common Core Implementation: Taking Stock, Taking Action (Spring)
- ADHD: Making a Difference for Children and Youth in the Schools (Winter)
2014 (Vol. 40)
- Learning Difficulties in English Language Learners (Fall)
- Interventions to Improve Reading Skills (Summer)
- Understanding Executive Functions (Spring)
- Technology and Dyslexia: Part 2 (Winter)
2013 (Vol. 39)
- Technology and Dyslexia: Part 1 (Fall)
- Syntax: Its Role in Literacy Learning (Summer)
- Adult Literacy (Spring)
- Phonological Awareness and Learning to Read (Winter)
2012 (Vol. 38)
- Reconciling the Common Core Standards and Reading Reteach (Fall)
- Scientific, Legal, Historical and Experimental Views of Dyslexia (Summer)
- Varied Viewpoints: The Problem and Potential Solutions for the Struggling Adolescent Reader (Spring)
- IDA: Addressing the Needs of Teachers, Parents and Students (Winter)
2011 (Vol. 37)
- Beyond Reading Recovery: What Works Best? (Fall)
- Early Intervention: A Pathway for Success (Summer)
- Mathematical Difficulties in School Age Children (Spring)
- Controversial Therapies for Dyslexia (Winter)
The International Dyslexia Association (IDA) is pleased to present a forum for information to benefit its constituents. It is IDA’s policy to neither recommend nor endorse any specific program, product, institution, company, or instructional material, noting that there are a number of such that present the critical components of instruction as defined by IDA’s Knowledge and Practice Standards for Teachers of Reading. Any program, product, institution, company, or instructional material carrying the IDA Accredited seal meets the IDA Standards. Opinions expressed in Perspectives on Language and Literacy articles and/or via links do not necessarily reflect those of IDA.