The IDA · 2025 Definition
Best for: Understanding the current definition, developmental influences, possible consequences, and the importance of identification and support at any age.
Read the 2025 definition from The IDA ↗Reliable information for the next question you need to answer
Start with your location or the question you need answered. These links lead to definitions, family guidance, school-system information, and research.
Resource boundary: Lokahi Connect provides these links for general information and community navigation. Listing does not establish endorsement, referral, current availability, eligibility, diagnosis, legal advice, or a service relationship. Confirm current information directly with each organization.
External links and descriptions last reviewed August 21, 2026. External pages, programs, and policies can change.
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Family & Community Toolkit
Use practical, emotionally considerate guidance for noticing patterns, preparing for school conversations, understanding screening and evaluation, finding support for children, teens, or adults, and choosing reliable local resources.
National information and guidance
Use these sources to understand current definitions, Structured Literacy, family-school communication, and the boundaries of available research.
The IDA · Structured Literacy Defined
Best for: Understanding the content and teaching principles included in The IDA’s July 2024 working definition of Structured Literacy.
Open the Structured Literacy fact sheet ↗National Center on Improving Literacy · Partnering with Schools
Best for: Practical questions families can ask about instruction, intervention, progress, home practice, and school communication.
Explore family-school questions ↗Screening, evaluation, and school support
Screening identifies risk; it is not a diagnosis or a comprehensive evaluation. Instructional support should not be treated as a reason to delay an evaluation when a disability is suspected.
NCIL · How Schools Identify Dyslexia and Other Learning Disabilities
Best for: Understanding how reading achievement, response to instruction, and other evidence can contribute to school identification and instructional planning.
Read the identification guide ↗PAVE · Where to Begin When a Student Needs Help
Best for: Washington families beginning conversations about evaluation, school support, special education, or a 504 plan. PAVE is Washington’s federally funded Parent Training and Information Center.
Open the PAVE toolkit ↗Washington and Bainbridge Island
These are Washington-wide resources. Listing them does not imply a partnership with Lokahi Connect or a Bainbridge Island office.
Washington State Branch of IDA · About Dyslexia
Best for: A family-friendly definition, signs by age, and distinctions among instruction, accommodations, and modifications.
Visit WABIDA ↗OSPI · Screening Tools and Best Practices
Best for: Washington screening guidance, family discussion guides, translated materials, and implementation resources for schools and caregivers.
Open OSPI screening resources ↗Hawaiʻi statewide resources
These organizations serve or publish information for people across Hawaiʻi. They are not presented as Maui-based services.
Hawaiʻi International Dyslexia Association
Best for: Information about testing, tutoring, teacher training, and community resources. IDA Hawaiʻi states that listings are informational and not provider endorsements.
Explore IDA Hawaiʻi resources ↗Special Parent Information Network Hawaiʻi
Best for: Parent-to-parent support and general navigation of special education, IEPs, 504 plans, and family-school partnerships. Confirm current legal procedures with HIDOE.
Open the SPIN parent guide ↗Leadership in Disabilities & Achievement of Hawaiʻi
Best for: Statewide parent training, information, mentoring, and disability-related education support.
Visit LDAH ↗Hawaiʻi Department of Education · Partners and Resources
Best for: Current HIDOE special-education and family-support partners and public-system navigation.
Open HIDOE resources ↗Maui community navigation
These resources are Maui-specific but are not represented as dyslexia evaluation or intervention providers unless the source explicitly establishes that role.
Maui County · 2026 Community Resource Guide
Best for: Broad navigation across family, health, disability, education, and community services. This is a general directory, not a clinical referral list.
Open the Maui County guide ↗Maui Family Support Services · Family Literacy Center
Best for: Literacy support connected to eligible families already enrolled in Maui Family Support Services programs. Confirm current eligibility directly with MFSS.
Review MFSS eligibility and services ↗Structured Word Inquiry research boundaries
These sources help distinguish a creator-authored SWI overview from independent research. They do not establish SWI as a complete dyslexia intervention or a substitute for comprehensive literacy instruction.
Bowers · Structured Word Inquiry Overview
Best for: Understanding the creator’s description of SWI and the questions used in word investigation.
Open the creator-authored overview ↗Assessing SWI for Students with Reading and Spelling Difficulties
Best for: Reviewing an independent randomized controlled trial that reported limited between-group differences and implementation challenges.
Read the independent study record ↗Bowers & Kirby (2010)
Best for: Reviewing the Grade 4/5 morphological vocabulary intervention in which the term Structured Word Inquiry was introduced.
Open the study record ↗Explore Lokahi Connect
Understand Dyslexia
Review the current definition, signs across age groups, Structured Literacy, the Four Questions, and practical next steps.
Visit the Dyslexia page →Programs and Impact
Explore student learning, educator learning, open tools, locations, and the current inquiry path for each offering.
Explore programs →Lokahi WORD Project Student Lab
Use a web-based structured word investigation tool with read-aloud support, adjustable speech controls, and scaffolded activities.
Launch the Student Lab ↗Share What Is Missing
Tell Lokahi Connect which concerns, information, learning opportunities, or community supports are being overlooked.
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