Does a dyslexic kid need more than Science of Reading approach in school?

[Anonymous]

Dyslexia is a spectrum so it really depends.

But schools should be better equipped to deal with dyslexia since it impacts 15% of kids in some way.

It still amazes me that it is largely ignored by schools and teachers.

[Anonymous]

Anonymous wrote:Our school district has always used a “science of reading” approved phonics curriculum and my rising K son will still be getting 20 mins of 1:1 pull outs for reading daily. Even that seems paltry but he will only have so much stamina. I would push for more direct intervention

Your rising Ker was already diagnosed with dyslexia?

[Anonymous]

Anonymous wrote:

Anonymous wrote:Our school district has always used a “science of reading” approved phonics curriculum and my rising K son will still be getting 20 mins of 1:1 pull outs for reading daily. Even that seems paltry but he will only have so much stamina. I would push for more direct intervention

Your rising Ker was already diagnosed with dyslexia?

No, he is still in the catch all "young child with developmental delay."

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:A science of reading approach will be very beneficial to a child with dyslexia. The school wants to see if your child will make progress before recommending an IEP.

School districts often slow roll these. It’s BS to say they want to see if progress. That shouldn’t matter if the kid has a need

It’s the special education law. Schools cannot just label all kids as disabled. Schools also can’t just take all kids out of the general education setting (least restrictive environment). Schools do want to help. There are different systems in place for support besides special education.

I agree that schools do generally want to help, but parents also shouldn't have to fight tooth and nail to get services that work for a kid with a disability. Dyslexia IS a disability, and kids who have it won't just learn from the normal classroom instruction like other kids (or they probably already would have!). Even if a kid is miraculously just a slow learner (because why? ELL student? Out for illness for an extended period?), they obviously need targeted and effective intervention to learn to read, and good instruction for dyslexic students would also help them. Worst case scenario, they would end up learning super fast and breeze through it because they don't have dyslexia, and then they'd be back in the classroom with the other kids ASAP.

It's not like parents whose kids aren't struggling are begging for intense pull-out reading instruction for a kid who is several years behind grade level. I just don't understand why there's such reticence. I get that resources are limited, and that needs to be solved. It's the kids with the least privilege and opportunities who will lose our no matter what if the right supports aren't available.

I am also not a fan of the idea that kids need to be mainstreamed all the time. The concept was good because kids were unfairly being assumed to be dumb and incapable and were funneled away from real academics and opportunities. But now it has swung so far the other way that kids who have real needs can't actually get them met because they are mainstreamed, and the parents who can afford it are, ironically, taking their kids out of public and moving to privates focused on those disabilities. Both of my kids have disabilities but very different ones, and I see this happening with both disabilities. The parents know the mainstream classroom isn't really good for their kids.

Then you do get why schools are so reticent; you just don’t like it. You should know that schools get into trouble if they identify too many kids as having special needs. My school was tools we were finding too many kids from a specific ethnic group eligible, so we had to pump the breaks had and give extra interventions to make sure we were being equitable. Schools’ special Ed medics are very closely scrutinized.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:A science of reading approach will be very beneficial to a child with dyslexia. The school wants to see if your child will make progress before recommending an IEP.

School districts often slow roll these. It’s BS to say they want to see if progress. That shouldn’t matter if the kid has a need

It’s the special education law. Schools cannot just label all kids as disabled. Schools also can’t just take all kids out of the general education setting (least restrictive environment). Schools do want to help. There are different systems in place for support besides special education.

I agree that schools do generally want to help, but parents also shouldn't have to fight tooth and nail to get services that work for a kid with a disability. Dyslexia IS a disability, and kids who have it won't just learn from the normal classroom instruction like other kids (or they probably already would have!). Even if a kid is miraculously just a slow learner (because why? ELL student? Out for illness for an extended period?), they obviously need targeted and effective intervention to learn to read, and good instruction for dyslexic students would also help them. Worst case scenario, they would end up learning super fast and breeze through it because they don't have dyslexia, and then they'd be back in the classroom with the other kids ASAP.

It's not like parents whose kids aren't struggling are begging for intense pull-out reading instruction for a kid who is several years behind grade level. [b]I just don't understand why there's such reticence. I get that resources are limited, and that needs to be solved. It's the kids with the least privilege and opportunities who will lose our no matter what if the right supports aren't available.

I am also not a fan of the idea that kids need to be mainstreamed all the time. The concept was good because kids were unfairly being assumed to be dumb and incapable and were funneled away from real academics and opportunities. But now it has swung so far the other way that kids who have real needs can't actually get them met because they are mainstreamed, and the parents who can afford it are, ironically, taking their kids out of public and moving to privates focused on those disabilities. Both of my kids have disabilities but very different ones, and I see this happening with both disabilities. The parents know the mainstream classroom isn't really good for their kids.

Then you do get why schools are so reticent; you just don’t like it. [/b]You should know that schools get into trouble if they identify too many kids as having special needs. My school was tools we were finding too many kids from a specific ethnic group eligible, so we had to pump the breaks had and give extra interventions to make sure we were being equitable. Schools’ special Ed medics are very closely scrutinized.

Get in trouble with who? Central office? I think some of the problem is that teachers just go along with this stuff. If you know your school system is not identifying kids, report that to state accountability offices, do it anonymously. Honestly, kids and families are relying on professionals in the system, they shouldn’t be failed like this. We all need to advocate for change.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:A science of reading approach will be very beneficial to a child with dyslexia. The school wants to see if your child will make progress before recommending an IEP.

School districts often slow roll these. It’s BS to say they want to see if progress. That shouldn’t matter if the kid has a need

It’s the special education law. Schools cannot just label all kids as disabled. Schools also can’t just take all kids out of the general education setting (least restrictive environment). Schools do want to help. There are different systems in place for support besides special education.

I agree that schools do generally want to help, but parents also shouldn't have to fight tooth and nail to get services that work for a kid with a disability. Dyslexia IS a disability, and kids who have it won't just learn from the normal classroom instruction like other kids (or they probably already would have!). Even if a kid is miraculously just a slow learner (because why? ELL student? Out for illness for an extended period?), they obviously need targeted and effective intervention to learn to read, and good instruction for dyslexic students would also help them. Worst case scenario, they would end up learning super fast and breeze through it because they don't have dyslexia, and then they'd be back in the classroom with the other kids ASAP.

It's not like parents whose kids aren't struggling are begging for intense pull-out reading instruction for a kid who is several years behind grade level. [b]I just don't understand why there's such reticence. I get that resources are limited, and that needs to be solved. It's the kids with the least privilege and opportunities who will lose our no matter what if the right supports aren't available.

I am also not a fan of the idea that kids need to be mainstreamed all the time. The concept was good because kids were unfairly being assumed to be dumb and incapable and were funneled away from real academics and opportunities. But now it has swung so far the other way that kids who have real needs can't actually get them met because they are mainstreamed, and the parents who can afford it are, ironically, taking their kids out of public and moving to privates focused on those disabilities. Both of my kids have disabilities but very different ones, and I see this happening with both disabilities. The parents know the mainstream classroom isn't really good for their kids.

Then you do get why schools are so reticent; you just don’t like it. [/b]You should know that schools get into trouble if they identify too many kids as having special needs. My school was tools we were finding too many kids from a specific ethnic group eligible, so we had to pump the breaks had and give extra interventions to make sure we were being equitable. Schools’ special Ed medics are very closely scrutinized.

Get in trouble with who? Central office? I think some of the problem is that teachers just go along with this stuff. If you know your school system is not identifying kids, report that to state accountability offices, do it anonymously. Honestly, kids and families are relying on professionals in the system, they shouldn’t be failed like this. We all need to advocate for change.

NP, and I agree! I've heard this same line from people even in leadership positions I'm various districts, and I don't understand who is the one punishing them. It seems completely antithetical and illegal.

[Anonymous]

I hope that teacher isn't implying that the central office is interfering with the IEP team's ability to determine eligibility. That would be very, very illegal but sadly not the first time I've heard about it.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:A science of reading approach will be very beneficial to a child with dyslexia. The school wants to see if your child will make progress before recommending an IEP.

School districts often slow roll these. It’s BS to say they want to see if progress. That shouldn’t matter if the kid has a need

It’s the special education law. Schools cannot just label all kids as disabled. Schools also can’t just take all kids out of the general education setting (least restrictive environment). Schools do want to help. There are different systems in place for support besides special education.

I agree that schools do generally want to help, but parents also shouldn't have to fight tooth and nail to get services that work for a kid with a disability. Dyslexia IS a disability, and kids who have it won't just learn from the normal classroom instruction like other kids (or they probably already would have!). Even if a kid is miraculously just a slow learner (because why? ELL student? Out for illness for an extended period?), they obviously need targeted and effective intervention to learn to read, and good instruction for dyslexic students would also help them. Worst case scenario, they would end up learning super fast and breeze through it because they don't have dyslexia, and then they'd be back in the classroom with the other kids ASAP.

It's not like parents whose kids aren't struggling are begging for intense pull-out reading instruction for a kid who is several years behind grade level. [b]I just don't understand why there's such reticence. I get that resources are limited, and that needs to be solved. It's the kids with the least privilege and opportunities who will lose our no matter what if the right supports aren't available.

I am also not a fan of the idea that kids need to be mainstreamed all the time. The concept was good because kids were unfairly being assumed to be dumb and incapable and were funneled away from real academics and opportunities. But now it has swung so far the other way that kids who have real needs can't actually get them met because they are mainstreamed, and the parents who can afford it are, ironically, taking their kids out of public and moving to privates focused on those disabilities. Both of my kids have disabilities but very different ones, and I see this happening with both disabilities. The parents know the mainstream classroom isn't really good for their kids.

Then you do get why schools are so reticent; you just don’t like it. [/b]You should know that schools get into trouble if they identify too many kids as having special needs. My school was tools we were finding too many kids from a specific ethnic group eligible, so we had to pump the breaks had and give extra interventions to make sure we were being equitable. Schools’ special Ed medics are very closely scrutinized.

Get in trouble with who? Central office? I think some of the problem is that teachers just go along with this stuff. If you know your school system is not identifying kids, report that to state accountability offices, do it anonymously. Honestly, kids and families are relying on professionals in the system, they shouldn’t be failed like this. We all need to advocate for change.

NP, and I agree! I've heard this same line from people even in leadership positions I'm various districts, and I don't understand who is the one punishing them. It seems completely antithetical and illegal.

It's that they are labeling students who belong is specific groups as special education more than other groups are labeled. For example, boys or hispanics. The numbers should not be any higher based on racial or ethnic background. The state and federal government track this data and they "ding" schools who are found to have a pattern when, statistically, there shouldn't be one.

[Anonymous]

Anonymous wrote:What do you do after OG?

OG doesn't need to come first. A prepackaged program is not necessarily suitable. The plan of intervention should be individualized based on a child's profile and needs. Reading "tutors" often start and end with OG because it's all they know. They aren't experts, they are people who are often trained in only one program. One program is often not enough. At the start there can seem to be fast progress, but then things tend to slow or writing/spelling issues remain.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:A science of reading approach will be very beneficial to a child with dyslexia. The school wants to see if your child will make progress before recommending an IEP.

School districts often slow roll these. It’s BS to say they want to see if progress. That shouldn’t matter if the kid has a need

It’s the special education law. Schools cannot just label all kids as disabled. Schools also can’t just take all kids out of the general education setting (least restrictive environment). Schools do want to help. There are different systems in place for support besides special education.

I agree that schools do generally want to help, but parents also shouldn't have to fight tooth and nail to get services that work for a kid with a disability. Dyslexia IS a disability, and kids who have it won't just learn from the normal classroom instruction like other kids (or they probably already would have!). Even if a kid is miraculously just a slow learner (because why? ELL student? Out for illness for an extended period?), they obviously need targeted and effective intervention to learn to read, and good instruction for dyslexic students would also help them. Worst case scenario, they would end up learning super fast and breeze through it because they don't have dyslexia, and then they'd be back in the classroom with the other kids ASAP.

It's not like parents whose kids aren't struggling are begging for intense pull-out reading instruction for a kid who is several years behind grade level. [b]I just don't understand why there's such reticence. I get that resources are limited, and that needs to be solved. It's the kids with the least privilege and opportunities who will lose our no matter what if the right supports aren't available.

I am also not a fan of the idea that kids need to be mainstreamed all the time. The concept was good because kids were unfairly being assumed to be dumb and incapable and were funneled away from real academics and opportunities. But now it has swung so far the other way that kids who have real needs can't actually get them met because they are mainstreamed, and the parents who can afford it are, ironically, taking their kids out of public and moving to privates focused on those disabilities. Both of my kids have disabilities but very different ones, and I see this happening with both disabilities. The parents know the mainstream classroom isn't really good for their kids.

Then you do get why schools are so reticent; you just don’t like it. [/b]You should know that schools get into trouble if they identify too many kids as having special needs. My school was tools we were finding too many kids from a specific ethnic group eligible, so we had to pump the breaks had and give extra interventions to make sure we were being equitable. Schools’ special Ed medics are very closely scrutinized.

Get in trouble with who? Central office? I think some of the problem is that teachers just go along with this stuff. If you know your school system is not identifying kids, report that to state accountability offices, do it anonymously. Honestly, kids and families are relying on professionals in the system, they shouldn’t be failed like this. We all need to advocate for change.

NP, and I agree! I've heard this same line from people even in leadership positions I'm various districts, and I don't understand who is the one punishing them. It seems completely antithetical and illegal.

It's that they are labeling students who belong is specific groups as special education more than other groups are labeled. For example, boys or hispanics. The numbers should not be any higher based on racial or ethnic background. The state and federal government track this data and they "ding" schools who are found to have a pattern when, statistically, there shouldn't be one.

So what exactly is a ding? And do they not have concerns regarding the lower achievement of these same kids bc of lack of services? Are they dinged for that too? I’m not being a jerk, genuinely interested.

[Anonymous]

I have a dyslexic child and work in education, my daughter attends private school and does well, but this is due to the fact that her elementary school class has only eight children in it. The small size, personnel instruction and the fact her third grade teacher had experience with dyslexia due to her niece being dyslexic helped my child immensely. The sad truth is public schools now do a "one size all" approach for children struggling to read. Dyslexics learn to read much better using sight words and a tactile activity for each letter sound. Some of the activities my daughters teacher would do for example is have her write the letter in sand and then form the letter using small beads or shells then go over the letter sound. Another thing that helped my daughter is the English teacher there knew latin and she taught my daughter latin root words, though my daughter is now going into 10th grade she still credits her elementary teachers for being able to read at grade level though a bit slower then some peers. So in short learning many many more sight words then average, tactile instruction for each letter sound and shape, and if you are able to latin root words, my daughter said this made the biggest difference for her and enabled her to be able to read /decode a lot of words. She loves latin so much she is actually taking it in High School because it made such a big difference.
Get your child into a small school or if possible a dyslexic school, I personally was unable to afford a private dyslexic school and there are none in my area but was Blessed to have a small private school with teachers whom cared and had experience with dyslexia.
I have to bite my tongue at work, when I identify a clearly dyslexic student and they give that student the same instruction as any other child needing support. I see the frustration for that child and I know why it isn't working but my hands are tied. These schools today Identify almost anyone with a reading issue as dyslexic but that's just not true and dyslexics require a very specific type of learning method.

[Anonymous]

Yes but then again, schools have "umbrellaed" Dyslexia so now every child that struggles with reading is considered "a specific learning disability" meaning dyslexia but not every child wom struggles to read is actually dyslexic, my daughter is dyslexic she goes to private school and I work in education. People who are truly dyslexic don't simply just struggle to read the texts also can "float " off the page the letters can become mixed up ect. Also children with dyslexia have a much higher visual spatial awareness my daughter struggled with simple math but excelled in geometry and trigonometry.
However back to the reading issue dyslexics will never be great at spelling but they can learn to be good readers, but not with any public school reading strategies. Public schools are hooked on phonics literally. Dyslexics do not have phonetical awareness to them a letter is a shape it does not make sense it would translate into a sound ((which is another reason I despise phonics most English words are not phonetic in spelling ) ) I know with my daughter her elementary teachers worked with her a lot but being a class size of 8 kids and a small private school they were able to use there vast teaching experience to be able to help my daughter learn and not be beholden to the bloated public school red tape. Much of this instruction included tactile exercises and visual word learning and one of her teachers also knew latin and taught her latin root words this made a huge difference basically focusing on learning a lot of sight words then to the tactile of each letter and sound then to latin root words this was extremely successful for my daughter. Please please please find a small school for your child with teachers who have experience teaching an actual dyslexic. They will not get the assistance in public schools that they truly need due to the one size fits all approach and the fact schools are truly hooked on phonics. Dyslexics do not "decode" a written letter into a sound to a dyslexic it's a shape. My daughter thankfully is at grade level reading due to the support and intervention from her teachers at her private elementary school, but she will still even in tenth grade ask which way does the "b" go because to her "b" and "d" are the same visually it's the same shape just flipped and dyslexics think visually, as for spelling no dyslexic will ever really be good at spelling my daughter makes spelling mistakes often. I hope this helps anyone whom may read this because public schools are a hot mess when it comes to helping true dyslexics.

[Anonymous]

Why is science of reading capitalized? I know OG is evidence-based, but I’m having trouble understanding the difference between SofR and OG?

Thank you!

[Anonymous]

Anonymous wrote:No, there really is no "Science of Reading" and slamming phonics down a kid's throat does nothing for a dyslexic kid any more than serving a lactose intolerant person more cheese. This is a marketing myth, a repeating trend, and we are all tired of it.

https://rss.com/podcasts/drandy/892347/

I'm not clicking on your weird link, but Hi Lucy, your approach didn't work. Phonics-based approaches are better for all children, including dyslexic children.

[Anonymous]

I disagree, the English language has few words that are truly phonetic. Phonics being the best approach to reading and spelling is one of the biggest lies hoisted upon the American Education system, but it is also a huge business. Phonics confuses children most words can not be sounded out for proper spelling, and teaching children multiple rules for reading with phonics because English is not a phonetic language.
As for you saying phonics is the best approach for all children including dyslexic children, shows you know very little about dyslexic children and overall have very little grasp on the English language as a whole.