We represent a group of parents, educators, students and families in New York State that are concerned about the

impact of Dyslexia on our children. Early intervention is critical to their success at school and in society. Legislation in identifying students with Dyslexia, instruction and support is needed.

LEGISLATION AND AWARENESS

Place the definition of Dyslexia (as adapted by the International Dyslexia Association) directly into New York State statute.

Dyslexia is a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede the growth of vocabulary and background knowledge. (International Dyslexia Association 2002)
Procedures and standards for assessing and evaluating students for Dyslexia. Early Intervention is critical for children with Dyslexia. Make available early identification, intervention and support for students with Dyslexia outlined in state procedures. Provide intervention skills for reading, writing and spelling that is based on research based methods that show efficacy and success. Program content should include:

Phonology and phonological awareness, sounds and symbol association, syllables, morphology, syntax and semantics. Programs should follow the principles of research based instruction that include simultaneous multisensory instruction (including visual, auditory, kinesthetic and tactile instruction), are systematic, cumulative and explicit instruction, diagnostic teaching to automaticity, synthetic and analytic instruction.
Intervention and Instruction to be taught by a qualified professional that is trained in research based instruction. Instruction will be taught to the fidelity of the program. Concise and clear outline of responsibilities and accountability of districts and charter schools in the delivery of services and instruction to students with dyslexia and lack of progress.
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What is Dyslexia and why should we care?

People with dyslexia often have average (or potentially above average) intelligence yet typically read at levels significantly lower than expected.[1] [2] Dyslexia is not just a reading problem and varies among each person. The differences are personal; the diagnosis

is clinical; the treatment is educational; and the understanding is scientific (The Many Faces of Dyslexia by Margaret Rawson). [1]
An unexpected gap may exists between their potential for learning and their school achievement. Dyslexia is often referred to as a hidden disability. [6] Although there are laws that presumably protect the educational rights of our children with dyslexia, they are broad-based and many times not successful in assisting the vast number of children in closing the educational gap with their peers. Dyslexia is estimated to affect 5% to 17% of the population. The cost of NOT providing meaningful help is too great. [3] [4] [5]

Reading is the fundamental skill upon which all formal education depends. Research now shows that a child who doesnt learn the reading basics early is unlikely to learn them at all. Any child who doesnt learn to read early and well will not easily master other skills and knowledge and is unlikely to ever flourish in school or life. (Moats, 1999)

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Nationwide - Legislation is changing

Mississippi On May 23, 2012, Governor Phil Bryant signed House Bill 1031 and 1032. House Bill 1031 requires early Dyslexia screening and gives Dyslexic students in first through sixth grades the ability to move to a new public or nonpublic school. House Bill 1032 creates a college scholarship program for people who want to study Dyslexia Therapy. Wyoming March 2012 the Governor has signed a bill that would require public schools to screen students for dyslexia. This bill seeks to have students screened early in their academic years so they may get the necessary help and remediation.

Ohio Senate passes House Bills 96 and 157 on December 14, 2011
Places the International Dyslexia Associations definition of dyslexia directly into Ohio State statue. Creation of 3-year pilot program to foster the early identification and remediation of students at-risk for dyslexia or other phonologically based reading disorders. Hiring of Dyslexia Specialists to provide professional development for Ohio teachers and administrators.

States that have Legislation on Dyslexia

Texas, Colorado, Mississippi, Washington, Louisiana, New Jersey, California, Hawaii, Wyoming, Ohio and New Mexico. Wisconsin, Kentucky, West Virginia, New York, Oklahoma, Maryland, Rhode Island, Kansas and Virginia have Dyslexia laws in the pipeline.

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Timing is of an Essence.
Kindergarten thru third grade is a critical period of a childs life. Multiple studies have shown that early reading difficulties without appropriate remediation will have adverse affects leading to high school drop-out, behavioral issues and socio-economic impact. (Juel 1988, Lloyd 1978 and more). If a child leaves 3rd grade not reading at grade level, that child has a 1 out of 7 chance of ever reading at grade level (International Dyslexia Association NY branch).

The impact and results of selecting a wrong reading program are profound. [7]
[8]

Educational Treatment shows Scientific Results

Research shows that children identified before second grade can learn to read well with a bonafide scientifically based reading program taught by a qualified teacher. [7] [8] If children are caught later, the odds of bringing them to an acceptable level fall sharply. (Research Moats). [7] [8]
Research involved children with severe dyslexia participating in an intense phonologically-based intervention and showed significant improvement.
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NYS - WHERE DO WE GO FROM HERE?

Development of State Wide Efforts and Laws on Dyslexia - A collaborative effort between teachers, administration, reading specialists, parents, neuropsychologists, students, and legislators to formulate a meaningful template for the betterment of our students education, well-being and life in New York. The National Reading Panel found that intervention programs that provided systematic and explicit instruction in phonemic awareness, phonics, repeated reading to improve fluency, and direct instruction in vocabulary and reading comprehension strategies are the most effective. Why Multisensory? The multisensory approach utilizes two or more sensory modalities such as visual, auditory, tactile and kinesthetic providing multiple pathways to help children learn words and patterns. [9] Early Screening for Dyslexia, Professional Development and Mentoring Program for Researched Based Reading Programs taught to fidelity.

If you always do what you've always done, you'll always get what you've always gotten. Helen Bernstein
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Children learn to read at school so they may then read to learn.

If it is a PUZZLE, then we should know the pieces

Walt Disney

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Dyslexia Fact:

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The Vision: Building a System of Substantial Instructional Interventions to Reduce the Gap
5.2 5
With substantial 4.9instructional intervention

4
Low Risk on Early Screening
With research3.2based core but without extra instructional intervention

Reading grade level

2.5

At Risk on Early Screening

2
Grade level corresponding to age

Torgesen, J.K. ( 2001). The theory and practice of intervention: Comparing outcomes from prevention and remediation studies. In A.J. Fawcett and R.I. Nicolson (Eds.). Dyslexia: Theory and Good Practice. (pp. 185-201). London: David Fulton Publishers. Slide coursety of W. Alan Coulter http://www.monitoringcenter.lsuhsc.edu
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"Our progress as a nation can be no swifter than our progress in education. The human mind is our fundamental resource." John F. Kennedy

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Our greatest weakness lies in giving up. The most certain way to succeed is always to try just one more time. -Thomas A. Edison

Websites and additional Information:

International Dyslexia Association www.interdys.org National Learning Disability Organization www.ncld.org Bright Solutions for Dyslexia www.dys-add.com A Different Way In Reading Center www.differentwayin.org Everyone Reading www.everyonereading.org Academy of Orton Gillingham http://www.ortonacademy.org

Texas Education Agency The Dyslexia Handbook www.region10.org/Dyslexia/downloads/dyslexiahdbk.pdf Colorado Department of Education www.cde.state.co.us/cdesped/download/pdf/FF-SLD.pdf Mississippi Department of Education www.mde.k12.ms.us/acad/id/curriculum/02.../dyslexiahandbook.PDF

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References
[1] Ferrer E, Shaywitz BA, Holahan JM, Marchione K, Shaywitz SE (January 2010). "Uncoupling of reading and IQ over time: empirical evidence for a definition of dyslexia". Psychol Sci 21 (1): 93101. doi:10.1177/0956797609354084. PMID 20424029. [2] http://www.ninds.nih.gov/disorders/dyslexia/dyslexia.htm [3] McCandliss BD, Noble KG (2003). "The development of reading impairment: a cognitive neuroscience model". Ment Retard Dev Disabil Res Rev 9 (3): 196204. doi:10.1002/mrdd.10080. PMID 12953299. [4] a b Czepita D, Lodygowska E (2006). "[Role of the organ of vision in the course of developmental dyslexia]" (in Polish). Klin Oczna 108 (13): 1103. PMID 16883955. [5] Birsh, Judith R. (2005). "Research and reading disability". In Judith R. Birsh. Multisensory Teaching of Basic Language Skills. Baltimore, Maryland: Paul H. Brookes Publishing. p. 8. ISBN 978-1-55766-678-5. [6] W. Pringle Morgan (cited in Shaywitz, 1996), a doctor in Sussex, England, described the puzzling case of a boy in the British Medical Journal: "Percy aged 14 has always been a bright and intelligent boy, quick at games, and in no way inferior to others of his age. His great difficulty has been and is now his inability to read" (p. 98). [7] Findings from Neural deficits in children with dyslexia ameliorated by behavioral remediation: Evidence from functional MRI published by the Proceeding of the National Academy of Sciences Early Edition 2005 [8] Neural Response to Intervention, The pattern of brain activation can change in response to intervention - Brain surgery by instruction 8 children with severe dyslexia, 8 week intense phonologically-based Intervention - 2 hours a day = up to 80 hours of instruction; Ages 7- 17 years old (significant improvement in reading skills) [9] Birsh, J. R. (Ed.). (2005). Multisensory teaching of basic language skills. Baltimore: Paul H. Brookes Publishing Co. Carreker, S., & Birsh, J. R. (2005). Multisensory teaching of basic language skills: Activity book. Baltimore: Paul H. Brookes Publishing Co.

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