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WAITING RARELY WORKS
Congressional Dyslexia Caucus
Response To Intervention
IS DYSLEXIA REAL?
My book: Dyslexia: A Teacher's Journey

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WAITING RARELY WORKS

Public school teachers, principals, and staff are well-intentioned, but many schools don't have the resources to diagnose and treat students with dyslexia.  The teacher might say students develop at different rates and he/she will "catch up."  The school might tell you that your child will be tested in grade 3.  Other personnel may say that the child is reading on grade level when the child is unusually intelligent and should be reading well above grade level.

By the time a child is far enough behind to qualify for an evaluation, the problem has intensified.

Congressional Dyslexia Caucus

     In my book DYSLEXIA:  A TEACHER'S JOURNEY, Memoir, I alluded to Rep. Bill Cassidy's (Louisiana), along with Rep. Pete Stark of California, work in establishing the Congressional Dyslexia Caucus.  Rep. Cassidy has introduced House Resolution 456.
    
    This resolution recognizes that great progress has been made in understanding dyslexia at a scientific level.  Yet 66 percent of our nation's children are performing below proficient in reading.

Response To Intervention

Today we hear much about Response to Intervention, an organizational pattern to prevent and assist students with reading problems, including dyslexia.  Generally, there are three level of RTI.  Students are screened when entering school to determine which students may experience reading difficulty.  Tier I students are given researched-based instruction in the regular classroom.   Students who do not appear to be responding to Tier I are elevated to Tier II and time and intensity of instruction are increased.

IS DYSLEXIA REAL?

My school does not recognize dyslexia as a learning disability.  My principal says he/she has no one on staff trained to teach a student with dyslexia. My child's school system does not test/screening for dyslexia. What am I to do?
 
These are statements we hear from bewildered parents phoning or emailing our office and from their cries on social media sites. We hear from teachers, too, who are trying to meet the needs of all their students. I get requests from teachers and principals: "Come and just help us learn the characteristics.

My book: Dyslexia: A Teacher's Journey

Why did I labor off and on for at least five years, spending hundreds of hours on this book?  Certainly, not for money.  I have a story lived through soon to be 43 years of working with persons with dyslexia and their families.

Many books on dyslexia have been written by victims of dyslexia, parents, and professionals engaged in research and teaching at the university level.  I meet none of those qualifications.  I am a retired public schools teacher, current tutor in private practice, am nearing 43 years as Executive Director of a 501c3 community organization for identifying, teaching, and advocating for persons with dyslexia.