The Dyslexic Advantage: Understanding and Supporting Diverse Learners

Format: Four Zoom sessions - 5:30 - 7 pm MT

November 13 - Introduction to the Course
November 20
December 4
December 18

This book study will consist of four synchronous, virtual learning sessions. Participants in this course will engage in a collaborative study of The Dyslexic Advantage by Drs. Brock and Fernette Eide, and are required to purchase their own copies of the book. Through guided reading and discussion, participants will explore current research on dyslexia and gain a deeper understanding of the unique cognitive strengths often exhibited by dyslexic learners.

Emphasizing a strengths-based perspective, this course challenges traditional deficit models and provides practical strategies for supporting students with dyslexia in inclusive classroom settings. Participants will reflect on how to recognize, nurture, and leverage these students’ problem-solving abilities, creativity, and spatial reasoning skills to enhance learning outcomes for all students.

Throughout the eight-week course, educators will engage in bi-weekly virtual discussions to share insights, reflect on practice, and connect research to instruction. The course culminates in the creation or revision of lesson plans that incorporate at least two strategies or principles from The Dyslexic Advantage. Purchase this book before class:

The Dyslexic Advantage: Unlocking the Hidden Potential of the Dyslexic Brain by Brock and Fernette Eide

ISBN: 978-1101543498

Learning Outcomes

By the end of this course, participants will be able to:

• Explain the neurological and cognitive characteristics of dyslexia.
• Identify and describe the strengths and talents associated with dyslexic learners.
• Apply evidence-based strategies that support diverse learning profiles.
• Design lessons that reflect a strengths-based understanding of dyslexia.
• Collaborate with colleagues to promote inclusive and informed instructional practices.

Credit Requirements ($55 through ISU):

• Attend and participate in all learning sessions.
• Complete bi-weekly assigned readings and homework.
• Complete and submit a final paper that summarizes knowledge gained in the course, describes the integration of at least two strategies from the text into one or more lesson plans, and reflects on the implementation of those strategies with students.