10/8/2024

Supporting Students With Dyslexia Through the Science of Reading: A Q&A With Dr. David Hurford

Unveiling the Reading Crisis ‘Supporting Students With Dyslexia’

Lexia: How can school administrators measure the success of their literacy programs for students with dyslexia? What indicators should they look for?

Dr. Hurford: I view the solution of the “dyslexia problem” more inclusively as the solution of the “reading problem.” The incidence of dyslexia is estimated to be as high as 15% to 20%. Add those who are struggling readers as defined by performing below the Basic level on the National Assessment of Educational Progress in reading, and nearly 40% of fourth grade students are experiencing reading failure. We are experiencing a reading crisis. 

If appropriate science-based reading instruction is utilized in schools, the percentage of struggling readers plummets. Success can be measured by the lower percentage of students reading below the Basic level. Using appropriate reading methods will allow more resources to be put toward those who have more challenging reading difficulties.

Lexia: From your perspective, what specific instructional strategies have proven most effective in supporting students with dyslexia? How can school administrators ensure these strategies are implemented in their schools?

Dr. Hurford: The most effective instructional strategies are those that have been vetted through scientific research. Structured Literacy has been verified during the past five decades and outlines that learning to read involves learning the various aspects of spoken and written language. It is essential that beginning readers comprehend that the English Writing System is a code to read, write, and spell. Instructional strategies must include the mechanics of reading (sound-letter correspondence, decoding, synthesis, word recognition, vocabulary, comprehension, etc.). Administrators must ensure teachers are trained in these strategies and supported in their implementation. This requires creating a systemwide commitment to the science of reading, ensuring all students benefit from proven literacy instruction.

Reading is a basic human right and everyone involved in the education of our nation’s children must have knowledge in reading. If students cannot escape from the need to be competent readers, everyone in education must be competent in their knowledge of the reading process. 

Implementing Science-Based Reading Strategies

Lexia: Based on your extensive research and experience, what are the most critical aspects school administrators need to understand about students with dyslexia and their unique needs in the literacy classroom?

Dr. Hurford: For the most part, educators are not trained in science. This crisis will not be solved until the training pre-service teachers receive is based on scientifically vetted strategies.

It is imperative not only teachers are trained in the science-based strategies involved in reading and reading acquisition, but every educator as well. Every level of training in education, from paraprofessional training, the bachelor’s degree through the doctoral degree should provide training in science (what science is, the scientific method, how to read scientific material, etc.) and the scientific basis of reading. Everyone involved in education must have knowledge of the scientific basis of reading and how to apply that knowledge to teach children to read and remediate poor reading. This includes reading specialists, school psychologists, counselors, principals, and superintendents. It would also be beneficial for school board members to have familiarity with the importance of reading and how reading should be taught. 

It is also important for school administrators to recognize most students with dyslexia have experienced more than their share of frustration and failure with reading acquisition. These students are more likely to experience feelings of anxiety, depression, and inadequacy. Students tend to blame themselves rather than the methods being used to teach them. Using a curriculum based on Structured Literacy taught by a teacher well-versed in the science of reading will help students become competent readers which will help to prevent or alleviate their psychological and emotional turmoil. School administrators need to understand the nature of dyslexia, the science of reading, Structured Literacy, Response to Intervention, and other areas related to reading as they are the advocates, guides, and cheerleaders. The success of readers is directly related to school administrators’ efforts and support.

Preparing Teachers for Whole-Child Support

Lexia: What should school administrators consider when preparing and supporting teachers to meet the needs of students with dyslexia?

Dr. David Hurford: School administrators should communicate their desire to hire teachers who are prepared to effectively teach reading with the colleges of education that are training those students. We are experiencing a reading crisis due to the lack of science-based training in reading. 

Thirty-seven percent of our nation’s children are reading at the below-basic level on the National Assessment of Educational Progress in reading. This must change. One way for this to change is for those who are being educated by colleges of education and those who are hiring graduates, to demand what is taught has been vetted by science.

Struggling readers generally experience socio-psychological challenges. Some have been traumatized. When helping them to become competent readers, it is important to consider they may be experiencing emotional difficulties. Patience and understanding are critically important because these students have already experienced failure learning to read. They are sensitive to others' responses to their efforts. Gently guiding them through the science-based interventions will result in acquiring reading skills. What we are asking students to do is challenging. Setting them up for success will help them acquire those skills and increase their desire to learn more, which will eventually lead to competent readers.

Lexia: How does integrating social-emotional learning (SEL) and resilience into literacy instruction enhance the educational experience for students with dyslexia?

Dr. Hurford: People who are struggling readers also experience emotional and psychological challenges related to reading and academics. We see children in kindergarten who are experiencing anxiety about school because they recognize they are not able to learn what appears to be easily learned by other students. They do not understand that in a classroom of 20 students, eight to 12 students will be struggling to learn to read. Some have dyslexia and some will struggle because it does not come naturally to them. The anxiety young students experience can develop into depression, feelings of inadequacy, suicidal ideation, behavior difficulties, and self-esteem issues. 

What can help with all of these issues? Learning to read! When students become competent readers, their confidence increases, not just in reading, but in other areas of their lives. Students should be learning about themselves and what their abilities are in many different formats: school, music, theater, sports, games, activities, etc. Children who are struggling readers often spend many hours at night doing homework with their parents rather than engaging in other activities that help them learn about themselves and help them feel good about the things they do well. They often do not get the opportunity. 

It is also important students see they are not alone. Fifteen percent to 20% of people have dyslexia. At our center, we wrote the I Have Dyslexia children’s books so children with dyslexia could learn about themselves, know they are not alone in their struggles, that others are working their way through the reading process. 

Lexia: How can school administrators create a school culture that is both academically rigorous and emotionally supportive for students with dyslexia? What are some key practices or policies you recommend based on your research?

Dr. David Hurford: The simplest solution to any issue involving reading failure is to create an environment that helps teachers become experts in delivering Structured Literacy-based curricula and science-based interventions. Having strong regular education Tier I reading acquisition curricula will reduce the percentage of children who experience reading failure tremendously. When more children are able to read, the ability of those children to be exposed to academic rigor increases. 

Secondary teachers are finding that one of the major difficulties students are experiencing with the content of their courses is that many students are unable to read it. In school systems that have recognized this challenge, strategies to assist these students have demonstrated even at the secondary level, struggling readers can become competent readers. 

Engaging the Community and Moving Forward

Lexia: How can school administrators engage parents, teachers, and the broader community in supporting both the literacy and emotional needs of students with dyslexia? What strategies have you found effective in fostering a collaborative approach?

Dr. Hurford: The question is not a question of dyslexia, but one of reading. Solving the reading dilemma will help struggling readers whether they have dyslexia or not. 

This is an interesting time. Scientists, legislators on both sides of the aisle, administrators, principals, teachers, support staff, employers of our students, parents, and children are all interested in reading. Reading is the cause célèbre. As a result, we must seize the opportunity to do as much as possible to bring the science of reading and Structured Literacy to as many educators as possible so their students can become competent readers. 

Since so many people from differing backgrounds and specializations are focusing on solving the reading crisis, it simply takes an individual who can act as a catalyst to bring these people together and bring about meaningful change. 

With a solid understanding of dyslexia and the science of reading, school administrators like you can be that catalyst—and Lexia® can help.