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What are some misconceptions about dyslexia and how do they affect English learners? What are some strategies educators can use to help identify dyslexia in English learners? How does family engagement come into play once a student is diagnosed with dyslexia and what challenges might emerge with families of English learners?
We discuss these questions and much more in our conversation with Dr. Kelli Sandman-Hurley. Kelli Sandman-Hurley, Ed.D. is an author and co-founder of the Dyslexia Training Institute. She received her doctorate in literacy with a specialization in reading and dyslexia from San Diego State University and the University of San Diego. She is also completing her TESOL certification. Dr. Kelli is a certified special education advocate assisting parents and children through the Individual Education Plan (IEP) and 504 Plan process. She has training in mediation and also serves as an expert witness in the area of dyslexia. Dr. Kelli is a Past-President of the San Diego Branch of the International Dyslexia Association. She is a dyslexia consultant working with schools to improve services offered to students with dyslexia and training teachers. She co-created and produced “Dyslexia for a Day: A Simulation of Dyslexia,” and she is a frequent speaker at conferences. She is the author of the well-received book, Dyslexia Advocate! How to Advocate for a Child with Dyslexia within the Public Education System.
During our conversation, we referenced the following resources:
Dyslexia Advocate!: How to Advocate for a Child with Dyslexia within the Public Education System, by Kelli Sandman-Hurley
Dyslexia and the English Learner Dilemma - Kelli Sandman-Hurley's article from Language Magazine
Dyslexia Training Institute (website)
Overcoming Dyslexia, by Sally Shaywitz
Supporting English Learners in the Classroom: Best Practices for Distinguishing Language Acquisition from Learning Disabilities, by Eric M. Haas and Julie Esparza Brown
Decoding Dyslexia (website)
International Dyslexia Association (website)
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