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See the previous post before this one to understand the context. Here is what I actually talked about with the NRP Education journalist, in our hour long phone interview. She said we would be 15 minutes, but in reality, it was an hour. This is not what I said exactly; this is just what I prepared ahead of time, based on the questions she sent me. I figured it was worth posting since the resulting article was about 1% of what we talked about.
Prepared answers for NPR Education Journalist Interview, July 2019 What is your line of work and why do you do it? I am a licensed, certified teacher, holding a Master’s Degree in Teaching, a BA in Psychology with additional post graduate coursework in dyslexia interventions and advocacy. I provide services for dyslexia screening, consultations and I present at schools for teachers’ professional development. I spend the majority of my time working 1:1 with students of all ages, as an advanced certified dyslexia interventionist. What is dyslexia? What isn’t dyslexia? First, it is easier to say that dyslexia is NOT. Dyslexia is NOT a visual problem. They do not see things backwards. It is not just letter reversals. It is also not something that can be solved with vision therapy. If a student does any kind of vision therapy it is not for dyslexia itself, but is helpful for students who have specific eye issues such as convergence problems. Dyslexia is not rare; statistics consistently record around 15-20% of the population; and this is not specific to the English language. 35 years of independent research backs this percentage. Not an intelligence issue. You can have a low, to average, to high IQ and have a dyslexic brain. My daughter is considered ‘gifted’ but she also has a dyslexic brain. Dyslexia literally means difficulty with language. Brain scans show dyslexic brains use different neurological pathways when processing language. In short, the circuitry they use to process language is not the same as those without dyslexia. We have labeled dyslexia as a disability because we do not enable them to learn to read the way their brains are wired. The widely accepted definition of dyslexia is by the International Dyslexia Association: “Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.” Why are you in this field of work? Why do you think it’s important? I am in this field because I was a regular classroom teacher with a focus in the upper elementary and middle school years and could not believe the number of kids who came to me, not able to read proficiently. I assumed by the time kids came to me, they would no longer be learning to read, but be reading to learn. Also, selfishly, it is the most rewarding aspect of teaching I can imagine. I get to watch a student go from being extremely anxious, with poor self-esteem, and poor reading skills, to a student who understands not only whythey have not been able to keep up with their peers, but also help them catch up to those peers. It changes the entire trajectory of a student’s life when they realize they are smart enough to read and their previous struggles are not their fault. This work is important to me and should be for everyone in society for the following reasons:
What are teachers/schools getting wrong? What needs to change? This is a complicated question, but the simple answer is this: educators are not using all of the current research we have about how we learn to read, to inform instruction. We are still operating under the false assumption that learning to read is primarily a visual task. If all educators truly understood how we learn to read; how we store printed words anchored to spoken language, then the approach to teaching all students to read would look different. If that approach is used, then not only would students with dyslexic brains not be disabled but all students would be better readers. Schools and educators are missing signs and symptoms of those with dyslexia very early on. They still tell parents that a student will learn to read when they are “ready”—in my line of work, we call this the “wait to fail” model. Early intervention is key and screening all children no later than kindergarten is essential. Even better, not just early intervention, but informed, research-based reading instruction for ALL students. If all students are taught phonological processing skills explicitly, ALL students will be better readers. Furthermore, those with reading struggles, with or without diagnosed dyslexia, are only “dis-abled” by the methodology of reading instruction. So really, the instruction is disabling them. What’s missing from the conversation we’re having about dyslexia? Early identification and intervention is key. We can screen kids in pre-school and kindergarten and many states are moving toward making this a requirement. Also, an accurate understanding of what dyslexia is and is NOT is essential. Old ideas such as seeing things backwards need to be corrected. Equally important is a conversation that schools are NOT teaching reading based on what we now know about how the brain learns to read—reading requires awareness of the connection between written and spoken language. I fully believe every single educator, whether they are early childhood or high school educators, must have the basic knowledge about how we have been entirely wrong about how the brain stores words we read. It’s not about who is at fault; the parents vs. the teachers. It’s about everyone coming to the table and having an honest look at how we teach reading in light of new understanding, and then making changes for all students. Therefore, it is not just about dyslexia, it is about best practices reading instruction based on the most up to date research. If educators are taught the science of reading acquisition, their approach to teaching reading will change. Unfortunately, schools adopt canned programs that will work for a majority of students but leave 15-20% (or more) students behind. Can you imagine if doctors did not adjust the way they treat illness and diseases based on research? It is equally unacceptable to permit teaching that does not adjust to new scientific understanding of how the brain learns . Of course, it is also about funding. To teach educators the most recent research, and ensure they truly grasp the implications of how our misunderstandings of the neural processes involved in learning to read, costs money. So, we must educate the taxpayers. Weigh the cost to the taxpayers to funding educators on how to teach reading using the most recent research, against the cost of our criminal court systems, prisons and programs that cost a lot of money to support individuals who cannot participate fully in society due to illiteracy. I am guessing the average tax payer would be happier to fund teacher education and professional development. Unfortunately, the connection has not been made clear enough to the public. Yes, I know this is not a video, but I may post actual text on here from time to time. I have pasted in an article below, on Dyslexia, where I am quoted by the journalist. In reality, I spent an hour on the phone with the intern for the publication, and we talked about so many things. It is a bit disappointing to have so little of what we talked about in the article, but of course, the whole point is raising awareness and educating the public. At some point, I'd like to post what my answers were to her questions were; of course I prepared my answers ahead of time because anyone who knows me, understands I am anything but short-winded when it comes to talking about dyslexia and reading instruction in general. In fact, I purposely do NOT wear a shirt I own that says, "Ask me about dyslexia" because that is asking for a sermon with 20 tangents. At any rate, here is the article, short, and a bit disappointing, but at least NPR is making a true effort to get information out there.
Dyslexia, the most common learning disability in the U.S., is a word that often bears the heavy burden of uncertainty. LA Johnson/NPR Happy Sunday, A few weeks ago, we asked some of you to fill out a survey to get a better sense of what you’d like to see more reporting on. One of many things we found was that a lot of you want to see more information on dyslexia — and how so many people are still trying to understand what it is. Dyslexia, the most common learning disability in the U.S., is a word that often bears the heavy burden of uncertainty. One reader who responded to our survey, Jane Gramenz who lives in Arizona, told us the story of how she became a certified dyslexia interventionist. A few years ago, when Gramenz was an elementary school teacher, she began training to become a dyslexia screener. She would bring her training materials home and practice the formal assessments on her children. In doing so, Gramenz realized that her middle child, Kate, a third grader at the time, was achieving scores that raised some concerns. “It wasn’t because she struggled with reading. She’s actually been identified as gifted, but it shows up in her spelling,” Gramenz said. But not everyone’s dyslexialooks like this. Kate’s dyslexia is a manifestation that is unique to her and to her personal experiences, Gramenz told us. Laurie Moloney, of the International Dyslexia Association, says it is important to remember that “[Children] have different personalities. They have different comorbidities; different degrees of severity. One has to become attuned to working at the pace of a child and not the pace of a program or the school calendar.” So, what exactly is Dyslexia? The most commonly used description is the International Dyslexia Association (IDA)’s current definition: “Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.” But that definition may soon change. Earlier this year, Susan Brady, professor emeritus of the University of Rhode Island’s School of Psychology, published an article calling for a change of this definition. Brady served as one of the IDA members and researchers who reviewed and modified this first definition in 1995. She was recently asked by the IDA to assess the adequacy of the current one. In her article, she writes that she wants to see dyslexia move away from a simple definition to a set of characteristics — becoming a disability that exists on a spectrum. Looking for more resources? In our series, Unlocking Dyslexia, we offer some tips for parents — on planning, intervention and coping. We also explore “The Learning Disability That Must Not Be Named,” and dive into “How Science Is Rewiring The Dyslexic Brain.” You can find more of our reporting by clicking the button below. Unlocking Dyslexia "A study found that 80 percent of prison inmates at the state prison in Huntsville, Texas, were functionally illiterate and 48 percent were dyslexic"
Senator Bill Cassidy, MD, you are a hero! Thank you for championing legislation for Dyslexia intervention at all levels, including the prison population! Bill Cassidy you're a model for other Senators! Thank you President for endorsing this legislation! Click HERE!!!! to read about it. Click here to see my services page.
After a long, intensive and incredibly fantastic graduate class I finished last month, I am now offering dyslexia consultations for schools, homeschool groups, community organizations, families, and individuals. I am also now an official dyslexia Screener and can work with families, schools or individuals to determine if someone fits the dyslexia profile, give support and "next steps". If you're a homeschool parent, and worried about your child's reading, spelling or writing issues, I can support your efforts to determine if dyslexia is the issue and help you discover how YOU can intervene at home. Don't let someone tell you that it has to be a professional tutor; the Barton System is parent-friendly and I am here if you need help getting started, or as you go!
If you read nothing else today, read this article. Don't just read it; print it out, distribute it to your school administration, to the school district you are a part of, your neighbors, your friends...
It affirms what I know and many of you with students with dyslexia know...learning to read phonetically is the BEST method for ALL students. I don't know about you, but I learned to read phonetically. I sound out unknown words, I spell by sounding out unknown words (usually words that are out of my realm of experience) and I am able to "read" anything. When we teach Whole Language, we are only catering to the population that just "picks it up". That's not fair. And of this population that just "picks it up" using whole language techniques, many of those people are still not great spellers. And you cannot blame them. Anyway, I digress. Here is the article. READ IT! Tell your principal! Not just for the struggling readers! For all kids to be the best readers and writers they possibly can! Click Here to read the research.
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...will be "officially" added to my list of services.
This summer, I will be attending a six day, intensive training course on in-depth, up-to-date information on brain science, dyslexia, & ADD/ADHD. I will gain a lot of resources that will allow me to "officially" screen for dyslexia (which is accepted by some public schools to provide help and accommodations) and most private schools. I will also be ready to provide consultation to both public and private school educators on starting an early intervention program through screening and be able to educate staff on the signs of dyslexia. This is especially important as Senate Bill 612 passes at various stages; this bill, among other things, will require teachers to better understand and look for the signs and symptoms of dyslexia and refer/intervene appropriately. Stay tuned for services I will be offering starting in late summer. (posted on FB Decoding Dyslexia Oregon page)
Decoding Dyslexia Oregon 17 April at 15:19 · Edited · Oregon! Senate Bill 612 passed today in the Senate Education Committee by an unanimous vote -- Whoop! Details: the -5 amendment incorporated the following changes: Dyslexia Specialist at State Level: 1) The Department of Education shall designate a dyslexia specialist for the department to provide school districts with support and resources that are necessary to assist students with dyslexia and their families. DOE to develop a screening plan: (1) The Department of Education shall develop a plan to (a) to ensure that every student who is first enrolled at a public school in this state for kindergarten or first grade receives a screening for risk factors of dyslexia. (b) Provide guidance for notifications sent by school districts to parents of students who are identified as being at risk for dyslexia based on a screening of risk factors. (2) The plan must be developed collaboratively with experts on dyslexia, including representatives of nonprofit entities with expertise in issues related to dyslexia. (3) When developing the plan, the department shall identify screening tests that are cost effective and that screen for the following factors: (a) Phonological awareness; (b) Rapid naming skills; (c) The correspondence between sounds and letters; and (d) Family history of difficulty in learning to read. Teacher training for k-5 public schools: 1) Each school district shall ensure that at least one kindergarten through grade five teacher in each kindergarten through grade five school has received training related to dyslexia. The training required under this section must: (a) Comply with the knowledge and practice standards of an international organization on dyslexia (b) Enable the teacher to understand and recognize dyslexia (c) Enable the teacher to implement instruction that is systematic,explicit and evidence-based to meet the educational needs of students with dyslexia 2) The Department of Education shall annually develop a list of training opportunities that satisfy the requirements described in subsection. 3) A school district that does not comply with the requirements of this section and that does not secure a waiver from the Department of Education within the time required by the State Board of Education by rule is considered nonstandard under ORS 327.103 4) The State Board of Education shall adopt by rule the criteria for a waiver from the requirements of this section to address instances when noncompliance is outside the control of the school district. The Network of Quality Teaching and Learning: One of the Networks goals is to ensure that a sufficient number of kindergarten through grade 5 teachers have received training to understand and recognize dyslexia and to implement appropriate instruction. This Network is a funded program. http://education.oregon.gov/…/Network-for-Quality-Teaching-… To see the final amendment go to: https://olis.leg.state.or.us/…/Downl…/ProposedAmendment/5963 THANK YOU TO OUR LEGISLATORS AND STAKEHOLDERS for your input and work on the -5 amendment. THANK YOU TO EVERYONE THAT WROTE LETTERS AND ATTENDED HEARINGS. The large community support made a huge difference. It really did. Now on the Joint Ways and Means Committee Everyone! -- Decoding Dyslexia Oregon Check out this video from C-Span where Senator Cassidy makes a very clear point about the lack of funding for Dyslexia help; for early screening, intervention and awareness! 80% of those identified with a learning disability have Dyslexia! 20% of the total population has it! Click Here to watch it.
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