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Advocacy

USE WHAT WE KNOW ABOUT DYSLEXIA NOW

When I began teaching in the late 1960's, even most college education professors knew nothing about dyslexia. When we had a student with a severe reading problem in my community whose parents who would not give up on him, I learned quickly.  I was aided by a professor in my state who had done a lot of research.  

Over the last several decades tremendous scientific advances have been made in understanding the cause, symptoms, and  teaching students with dyslexia.  However, across the nation, educators have been in denial:  we have not been identifying students with dyslexia.

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.

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.