Decoding Dyslexia North Carolina

The Dyslexia Dilemma

It is time for Higher Education in North Carolina to address the needs of students with dyslexia in their curriculum.

Does your child’s teacher know how to teach them to read?  The answer for most of us is NO. They should not be blamed for this lack of preparation.  The system of higher education which is in charge of educating them is ignoring the Science of Reading.  In order for dyslexic children to learn to read in the classroom the Science of Reading needs to be included in their teacher’s college course work and professional development.

If you are interested in learning more about the changes that need to occur in our higher education system to help address the needs of our dyslexic children, we encourage you to read The Dyslexia Dilemma: A History of Ignorance, Complacency, and Resistance in Colleges of Education.

“The history within colleges of education has been a resistance to the Science of Reading, widespread ignorance and complacency. In each case, colleges of education faculty have ignored the scientific knowledge that informs reading acquisition and the identification and intervention strategies for struggling readers. As a result, the pre-service teachers who are being educated at these institutions fail to receive the necessary training that would allow them to be effective in providing remediation to students with dyslexia [46].” (Pg 4)

“It has been documented that teachers are not providing beginning readers with consistent and adequate reading instruction. Reading failure rates have not changed appreciably in several decades even though the scientific literature regarding reading, its subskills and proper teaching techniques have been repeatedly substantiated. It is clear that pre-service teachers are not receiving proper instruction regarding the Science of Reading.” (Pg 5)

“Approximately 20% of our nation’s students are experiencing reading difficulties and the percentage of fourth-grade students who are reading below Basic and Proficient (33% and 58%, respectively) has not appreciably changed since 1992. Fortunately, there is a solution. First and foremost the history of ignorance, resistance and complacency needs to be exposed. Secondly, there is a scientific literature that prescribes how to improve reading abilities in young students. The solution involves providing pre-service teachers with the knowledge that will assist them to provide their students, particularly struggling readers, the types of assessment and interventions that will lead to improved reading skills. Reading courses must be developed or revamped to include the Science of Reading.” (Pg 12)

“It is necessary that a revolution begin such that the Science of Reading is presented in colleges of education so that pre-service teachers can become competent to teach reading to all of their students. This is, in fact, what pre-service teachers actually desire and should demand; to become the most competent teachers possible. The most promising way to ensure that students with dyslexia and those who are experiencing reading failure can become competent readers is to expose the current tragedy of ignorance, complacency and resistance on the part of faculty within many colleges of education.” (Pg 13)

“If we’re to have tough laws stating that every child must read on grade level by third grade, then it’s imperative that we educate teachers and administrators on how to best support them from kindergarten.”  -Megan Mehta (Parent Advocate/Teacher)