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Link to Registration
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K-12 teachers are professionals who share a passion for helping students enhance their lives through education. They deserve to be included in conversations that impact their work within their classrooms. Advocates missed an opportunity to learn invaluable information about how to help all students learn to read, including those identified as dyslexic, from this key stakeholder group. In addition, they have done all students a disservice by promoting a narrow definition of the science of reading and associating key terms and concepts used in connection with dyslexia legislation with so much misinformation. Given accurate information, teachers are able to connect new information with the known. They are also capable of separating fact from fiction. It is important for teachers to receive professional learning on the science of reading and dyslexia that is accurate and presented through a broad lens. With access to accurate information and the opportunity to be a part of the dyslexia conversation, teachers are better suited to enhance their literacy instructional practices and support all learners. Clarifying misinformation and understanding key terms and concepts within the dyslexia movement is a good place for teachers to initiate their professional learning on these important topics contributing to a more broadly defined science of reading.
Allen, J. (2007). Inside words: Tools for teaching academic vocabulary grades 4-12. Stenhouse Publishers.
Allington, R. (2005). Ideology is still trumping evidence. The Phi Delta Kappan, 86, 462-468.
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders. (5th ed.). American Psychiatric Publishing.
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