1/30/2024
District Administrators Asked, Lexia Answered: Dyslexia Legislation Need to Know
Science- and research-based literacy legislation is becoming commonplace around the country as lawmakers, educational advocates, and school and district leaders come together for effective instruction. With the shift from balanced literacy practices to curriculum and instruction based in the science of reading, dyslexia legislation is also shifting to ensure students with dyslexia receive the appropriate instruction to achieve literacy.
Educational leaders across the country are parsing new laws and regulations to ensure their districts and schools are providing the proper instruction and support for students with dyslexia. Recently, Lexia’s Brandy Bugni, state and regional outreach manager, and Kimber Liedl, state government relations associate, collaborated with District Administration to present an EdTalk webinar called “Dyslexia Legislation: What District Leaders Need to Know” about the shifting legislative tide across the country, how it impacts educators, and what leaders need to know.
Here are some of the highlights from that presentation, organized by topic, with answers directly from the presenters:
Legislation
The changes in legislation from state to state were top of mind for attendees during the presentation. Many educational leaders had questions related to the specifics of the new regulations.
- If a dyslexia law is in place without funding, how am I supposed to pay for the requirements? This is a common concern, but an effective first step is to determine where money can be saved by eliminating tools and resources not serving teachers or students:
- Conduct an inventory of the instructional practices, interventions, and assessment tools being used.
- Check to see if the components of the literacy system align with the requirements of the law and adjust accordingly.
- Use this opportunity to let go of resources not aligned with the legislation and shift existing funding to evidence-based practices.
- Does the dyslexia testing mandate vary by state? Screening requirements vary by state and may also vary by grade level. Some states have a list of approved dyslexia screeners. Dyslegia provides a useful overview of legislation by state.
- What are the most common early screening tools districts are using? While districts may be using assessment suites that offer dyslexia screening tools, these tools need to be carefully selected and applied. The screening battery should address key domains that are predictors of future reading performance, and these vary by developmental/grade level. Universal Screening: K-2 Reading from the International Dyslexia Association® provides an outline. Check to see if the state has a list of approved dyslexia screeners as a start.
Instruction
While much of the latest dyslexia legislation deals with screeners and access to resourcing, educational leaders want to know more about the type of instruction and strategies that will benefit students with dyslexia.
- How do I know if the intervention I am using is effective for struggling readers? The most commonly used interventions appropriate for students with dyslexia share four characteristics, as provided in Dr. Louisa Moats’ and Karen Dakin’s book, Basic Facts About Dyslexia & Other Reading Problems:
- Explicit introduction of concepts
- A structured, sequential, and cumulative order of presentation
- Multisensory stimulation (visual, auditory, and tactile modalities)
- Intensive review and practice
Lexia® Core5® Reading is an example of an intervention that has these four characteristics. Learn more from the guide, “Instructional Support for Students with Dyslexia in Core5 Reading.”
- What do you mean exactly by ‘cumulative’ when you say, ‘Students with dyslexia need explicit, systematic, and cumulative instruction to succeed?’ “Cumulative” is a term that means the instruction takes place in a logical order of skills and concepts and builds from simple to complex. Additionally, new learning is built on prior knowledge. More information about the components of the International Dyslexia Association’s Structured Literacy model is presented in their article “What Is Structured Literacy?”
Dyslexia
Beyond legislation and instructional questions, attendees also had general queries about dyslexia and how they might learn more about this neurological learning disorder.
- Based on the personal example the presenters shared about their own children’s success in literacy acquisition, it sounds like dyslexia can be cured. Can dyslexia be cured? Dyslexia is a learning disorder that is neurobiological in origin. While it cannot be “cured,” we do know that 95% of students, including people with dyslexia, can learn to read when using instruction based on the science of reading. Research shows that explicit instructional approaches have the strongest impact on the skill growth of children at risk for reading difficulties, including students with dyslexia. Learn more about how science of reading-based explicit instruction supports students with dyslexia in the white paper, “Reading By Design: Science and Systems Support All Readers—Especially Students With Dyslexia.”
- What are the three associations you mentioned during the presentation that provide valuable information and resources about dyslexia? Here are the associations mentioned in the webinar, plus another key resource:
Understanding the intersection of dyslexia legislation and instruction is vital for educational leaders; with this knowledge, administrators can put appropriate support in place for teachers and students. Dig deeper into instructional best practices with the webinar, “Dyslexia, Dysteachia, and How Science of Reading-Based Instruction Is the Answer.”
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