Reading By Design: Science and Systems Support All Readers—Especially Students With Dyslexia

Literacy gaps widen when we fail to address students’ unmet needs. Without the proper classroom instruction and just-in-time intervention, students can quickly lose confidence and risk not meeting grade-level expectations. These gaps reflect instructional shortfalls, not student shortcomings.

Diverse classrooms require solutions that support the needs of all students. Up to 20% of students have a dyslexia diagnosis, which comprises up to 90% of all student learning disabilities. Research shows that Structured Literacy programs grounded in the science of reading can help almost all children read proficiently—including those with dyslexia. 

While many schools understand the benefits of implementing a Structured Literacy program, some still grapple with systemic challenges. For example, unfinished learning, misidentification of student disabilities, lack of ongoing professional learning, and outdated instructional methods and materials prevent teachers from implementing programs with fidelity. 

Identifying and accurately diagnosing dyslexia can also be challenging. It can be particularly difficult to accurately determine whether a student has a learning disability if they were not explicitly taught how to read.

To help teachers better identify students with dyslexia and ensure all students have equitable learning opportunities, districts must invest in ongoing teacher training in Structured Literacy. Teachers also need access to real-time progress data and instructional resources. With these tools, teachers can give all students the instruction and tailored support they need to succeed.