Buffalo Dyslexia Center

The worst thing you can do for a struggling reader ...

Thank you, Decoding Dyslexia - Utah, for sharing this graphic.

What dyslexia is not ...

Thank you, Decoding Dyslexia - Nebraska, for sharing this graphic.

Early identification and intervention are crucial.

Thank you, Lindbergh: Leaders in Literacy, for this graphic.

There is no comprehension strategy powerful enough ...

Thank you, Georgia , for sharing this graphic from Dr. Anita Archer.

Reading problems do not get better with time.

Dyslexia: Ask why?

I asked an IEP team why they thought the student we were meeting about wasn’t making progress in spelling, despite her progress in reading. One quick silent moment passed by, which wasn’t really long enough for any true self-reflection, and the answer was something like this:

‘She rushes’
‘She doesn’t pay attention’
‘She needs to work on vocabulary’
'She needs more exposure to spellings so she can memorize the words’

Now go back and read those comments again, do you notice what pronoun they are using? They are starting every sentence with she. Not we, but she. The next word or two words is a verb (needs to work, doesn’t pay) all of which carry the connotation that the student is at fault for failing to improve in spelling. These words put the onus back on the student.

Since there was evidence that this particular student did make significant progress in both reading and math, why would she choose not ‘to focus, try, or be less careless’ just for spelling? More importantly, why did it take the IEP team less than 15 seconds to come to that conclusion? It doesn’t make sense – but it does explain what the IEP believes is the problem – it’s not the instruction, it’s the student.

So, where do we go from here? Well, in this particular case, I asked the question and I let the answer hang in the air and linger a bit. The answer revealed that she wasn't explicitly being taught to spell. I observed that and then moved on. It is information to save for later in the IEP process. The question served its purpose, it revealed to us what the team believes is the problem, which then gives us a problem to solve. How do we point this out to them? How do we change the subconscious attitude that the it's the student's fault? I think the answer will be repeating their answer back to them when the time is right. Until then, add the why question to your repertoire...ask it often and take note of the words they use - you may uncover the real reason progress is slow - and it's definitely not because your child isn't trying hard enough.

Accommodations are supposed to be tools to aid the child in accessing the curriculum, but if you do not show the child how to use the tool then it’s not a tool, it’s just an object. Know the difference.

A proposed settlement has been reached in the Student A. et al. v. Berkeley Unified School District class action dyslexia lawsuit. Settlement requires BUSD to develop a Literacy Improvement Plan to boost reading achievement for all students and especially those at risk of reading disabilities. The plan requires BUSD to universally screen for risk of dyslexia, supplement its core curriculum to now include phonics and phonemic awareness instruction, adopt reading intervention programs aligned with the Science of Reading, and prohibits the use of F&P LLI and Reading Recovery except in “exceptional circumstances”.
https://dredf.net/student-a-settlement/



Thank you Jacobson Education Law, Disability Rights Education and Defense Fund (DREDF), Goodwin Proctor LLP, and King & Spalding LLP Attorneys

Each IEP team member should be educated about the student's disability and how it affects them. 💙 If they are not willing to learn, they should not be making educational decisions about your child. Once, I was told by a principal, “I don’t need to know what Apraxia is; that’s why I hire people.” My response was, “I don’t care if you hire people. If you’re part of this IEP team making decisions, you need to know.” 💯 I don’t care if you even hire people. 😂😂😂 Congratulations though, want a cookie? 🍪

How to Advocate for Dyslexia: Ideas and Templates In the past weeks, I have spoken with advocates from Chicago to Connecticut who either need help getting started in advocacy or who are looking to take their advocacy to the next level. Since there…

We need to do better. We can do better.

The right legislation will mandate that people with in New York will get the screening, education, and services they need to thrive. Here's a Fact Sheet on the package of dyslexia bills in NYS.

We need to screen kids for early - before they fall behind, and that’s what our bill does! S4341 Brooks/A5259 Simon requires mandatory early screening for dyslexia starting in pre-K or Kindergarten.

We need to train Teachers about Dyslexia, and that’s what our bill does! (S4342 Brooks/A6450 Simon): Mandates higher-ed curriculum in evidence-based, effective, structured literacy approaches.

Roughly 50% of people who are incarcerated suffer from undiagnosed dyslexia and learning disabilities. Often, undiagnosed dyslexia is a facet of the school-to-prison pipeline. We need Dyslexia Screening for People Who are Incarcerated, and that’s what our bill does! (S6787 Myrie /A7822 Simon): Provides incarcerated individuals w/intervention & evidence-based, effective, & proven tools to succeed upon their release.

I hope you’ll join us for Dyslexia Awareness Day on May 6th.

Save the Date for the 6th Annual Dyslexia Awareness Day on Thursday, May 6th! Thank you to our co-sponsors Senator John Brooks and Assemblymember Robert Carroll, with more to come!

Keynote address by Jerry Pinkney and Gloria Pinkney!
RSVP https://dyslexiaawarenessday2021.eventbrite.com

Looking forward to working with wonderful advocates and allies like Decoding Dyslexia - NY, Everyone Reading, Eye to Eye, Bridge Preparatory Charter School, Mary McDowell Friends School, Advocates for Children of New York, The Windward School, The Churchill School and Center!

We are Dyslexia Allies of WNY. ❤️
6 moms - 3 from Buffalo and 3 from Rochester - who found each other in our common stories, passion, and commitment. Together we advocate, not just for our own children with dyslexia, but for all children who are struggling readers. Please join us on our journey to increase awareness, support families, push for legislative change and connect with others pursuing the same.

Dyslexia Allies of WNY is a local chapter of Decoding Dyslexia - NY

Please consider signing this petition!

Have you seen this petition yet? Literacy Laws for New York State Now

20 Things

Thank you, to whoever created this graphic.

Sink or Swim: The Appearance of Reading A teaching and education blog.

Why can’t New York State get their act together???

HB 436 passed the House today with a vote of 81-5. The Senate passed the bill last week with a vote of 32-0. The bill now awaits the Governor's signature and his office has indicated he will sign the bill. Children in Ohio will be screened for dyslexia and teachers will get training on dyslexia. Details of the bill will be posted later.

Dyslexia

Perfectly said by the The Literacy Nest 📚 🚲