Parent advocates, from left to right, Kari Baumann, Katie Kasubaski, and Claudine Kavanaugh, of Decoding Dyslexia Wisconsin worked to get a state law passed that defines dyslexia and requires the development of guidebooks on the disability for school districts.
A group of teachers and literacy advocates are pushing back after Richard Allington, one of the country's most prominent experts on early literacy, made inflammatory claims about dyslexia at a Tennessee literacy conference this week.
To the Editor: Education Week is a venue for the expression of opinions, such as Ms. Hood's, a "literacy expert," in the Opinion essay of Sept. 11, 2019 ("What the New Reading Wars Get Wrong"). She urges readers to clarify the term "reading" and points to a "war."
Superintendents are among those worried about the state's controversial selection of a different reading-test vendor than the one its own internal committee initially recommended.
“We knew Dustin was smart, but we knew something wasn’t right.” That’s how Arkansas dad Scott Gann describes his son’s early years in elementary school. Dustin was struggling, and Gann said teachers kept telling him that his son just “needed to grow up, boys will outgrow this.”
Dustin, now 15 and in high school, remembers that he would just “sit there and stare at a piece of paper for like five minutes, trying to understand.”
Finally in 3rd grade, Dustin told his teacher, “You know, I can’t read.” Gann calls that moment an awakening--for both the teacher and Dustin’s parents.
That summer Dustin was tested and diagnosed with dyslexia, a learning disability that makes it difficult to read and spell.
Gann said it was an uphill battle to get Dustin the help he needed from his public school, so the family hired a private tutor and moved Dustin to a private school.
“We are in a place where we can provide help--and it’s not fair for those parents who can’t provide that,” said Gann, who has turned “all the pain and lessons we learned over the years” into advocacy. He joined other Arkansas parents to push successfully for changes in state laws to define dyslexia and establish requirements for screening and intervention.
A program to teach children with dyslexia how to read, will now be used with every child in Arkansas. Parents led the way—forcing the state to rethink reading.
The students hid under tables, had stomach aches, were laughed at by classmates. Going to school was traumatic, because they couldn’t learn to read.
Parents spent thousands of dollars on private testing and tutoring to figure out what was wrong. They discovered that their children had dyslexia, a learning disability that affects one in five individuals and makes it difficult to read and spell.
“There’s no need for families to suffer like this,” said Audie Alumbaugh, with the Arkansas Dyslexia Support Group. “All we need to do is implement the appropriate programs.” Alumbaugh, whose niece has dyslexia, says schools need to teach reading differently, and not just for students with dyslexia.
Alumbaugh and other families successfully pushed lawmakers to change reading instruction in Arkansas. The new approach focuses on explicit instruction in phonics, in which students learn all the patterns of how sounds and letters go together. It’s a method backed by scientific research on the brain and how it learns to process written words.
This reading revolution is happening around the country, pushed in part by parents of children with dyslexia. “We’ve been doing it wrong all this time,” says Alumbaugh, a former teacher herself. “We need to get this right for kids.”
Quiz yourself about the early signs of dyslexia in children, how educators can improve a child's reading accuracy, and other dyslexia facts.
David Rosenzweig, January 11, 2019
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1 min read
Eighth grader Ella Griffith-Tager, of Northampton, Mass., was diagnosed with dyslexia when she was in 1st grade. She says the level of support she’s received for her needs has varied year to year, and even school to school, in the course of her educational career so far.
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