Reading Groups

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We no longer use the DRA. We do use the PRF. Reading groups are still a thing, but they will be more focused on phonics and phonemic awareness.

I haven't started small groups yet. The time has been spent assessing (PRFs, iReady, DSA, VGA). I'll start small groups after I finish assessing using the CORE and PASS assessments. The CORE and PASS are given based on how the students do in the phonics and phonemic awareness sections of the iReady.

My kid doesn’t need phonics and phonemic awareness. She needs comprehension now (4th grade).

This is what you parents have been fighting for and now the pendulum has swung - hope you’re happy!

Parents have been fighting for phonics AND a rich knowledge based curriculum. Just wanted to correct this.

Dyslexia parents got ahold of the state legislature and brought in iReady and science of reading. So now suddenly kids will have “comprehension difficulties” starting in 3rd or 4th grade. You will have to form a contingent and go to the state legislature and take control of the schools from they dyslexia parents.

Wow, what??? You sound crazy.

Do I?

Here are some of the lobbying groups for dyslexia VA:

https://www.decodingdyslexiavirginia.org/

https://va.dyslexiaida.org/


Here is the study they wanted:

https://rga.lis.virginia.gov/Published/2011/SD4

And why they changed the assessment to incorporate dyslexia screening:

https://rga.lis.virginia.gov/Published/2019/RD640/PDF

All done by the state legislature which was lobbied by parents who have dyslexic kids.

Why don't you want people who have children with learning disabilities to advocate for their children? I don't understand. We should all advocate for our children.

Right, except when someone said “my child is bored.” A poster came back and said something to the tune of: “I know your child is bored, but my kid has to have this or he will never read. So who cares if your kid is bored.”

I don’t care if people advocate, but I do care when the advocacy affects my child in a negative way. I have a right to advocate that my child who was reading at 4 could move on to other phonics lessons.

I think that the parents who lobbied should know that what is great for their kid may not be great for mine. Also, if more parents feel this way, the dyslexia advocates have a blueprint for how to change instruction in schools: Lobby the legislature. Some one literally called me crazy for suggesting that that is what happened (it is).

What you are not seeing is that the phonics instruction needs to be differentiated particularly in the younger grades. It isn’t right now.

Why can’t parents of kids who are dyslexic hear that the instruction that is a right fit for their kid may not be for mine? Is that really wrong of me to say? I’m advocating too. This is me advocating that FCPS and phonics companies should have a better solution than one size fits all.

I think you are the perfect candidate for private school, PP.

Actually you may be. The majority of kids do not actually have dyslexia. The kids with dyslexia are the kids that need a specialized private as well as additional help outside of school to address their issues. Sadly too many parents don’t realize this and rely on the schools only.

Nope. The kids with dyslexia need the public schools to teach their kids to read! If they are capable of understanding and funding private school/tutoring (and I am/do), then great (although not fair) for them! But that's not a plan and parents not realizing anything is not the sad part. That sets up those who are disadvantaged and/or un-remediated dyslexics for failure. Do you have any idea how hard it is to navigate the world as a dyslexic? I'm not dyslexic but spouse is. It's awful. Then throw in people working multiple jobs to literally make ends meet (not DCUM style, like actually struggling for food/shelter) and/or immigrants with language issues. Oh goodness, it makes me so angry.

Plus dyslexia parents are being set up for failure when the teachers keep saying just read to them. And don't listen when some of us point out the very issues that indicate dyslexia. Parents (and students) should be able to "rely on the schools only." That's the whole issue!!

Dyslexia families should seek outside help to supplement what the schools are doing. It requires a specialized approach that shcools cannot possibly deal with in a mainstreamed class. It’s no different than if a child had a complex medical issues. Families should use all their resources possible to help their child. Relying solely on schools is lazy and a disservice to the child.

Public Schools are required to provide an education for kids with complex medical issues, there is an entire home school program that exists to support those kids. Public schools have specialized schools to provide support to kids who require more intensive instruction due to Autism or mental health issues or ADHA or LDs. The big problem is that those programs are all expensive and as such there are not enough spaces for the kids that need those services but Public Schools are still required to provide services that meet those kids needs.

Supplementing is not the Federally mandated approach to helping kids with dyslexia read. It could be if the Public Schools would pay for it or pay for private school placement but that is something that the Public Schools don't want to do because it is expensive.

Public schools are required to provide an education for all students, regardless of their abilities. I have a friend who has a 13 year old who has the cognitive ability of a 4 year old but he has attended school and summer school in the Public School system his entire life. He is in a specialized program with an aid and a transportation provided just for him. He is a great kid with all sorts of medical issues. Public Schools are required to provide him educational opportunities that meet his needs.

So yeah, Public Schools are required to provide an appropriate education for kids with dyslexia. The reality is, many of those kids are very capable of doing well in school even though they struggle with reading. And there are known methods that help those kids learn to read. And those methods work well for kids without dyslexia. That is what FCPS finally brought into the schools this year.

My DS is not dyslexic, but I am. Providing opportunities for people like myself benefits society as a whole because I was able to earn my PhD and make a very nice living. If my parents had listened to the Teachers telling them I would never graduate from high school, my earning potential would have been a lot less and there is a higher probability that I would have ended up needing government programs like welfare or disability payments. So if you are not interested in providing kids with LDs an opportunity to learn because it is holding your child back by making them do word study think about it as a long term tax savings for you because more of these kids will graduate from high school and then college and some from grad school. They are likely to make more money and need less support as adults.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We no longer use the DRA. We do use the PRF. Reading groups are still a thing, but they will be more focused on phonics and phonemic awareness.

I haven't started small groups yet. The time has been spent assessing (PRFs, iReady, DSA, VGA). I'll start small groups after I finish assessing using the CORE and PASS assessments. The CORE and PASS are given based on how the students do in the phonics and phonemic awareness sections of the iReady.

My kid doesn’t need phonics and phonemic awareness. She needs comprehension now (4th grade).

This is what you parents have been fighting for and now the pendulum has swung - hope you’re happy!

Parents have been fighting for phonics AND a rich knowledge based curriculum. Just wanted to correct this.

Dyslexia parents got ahold of the state legislature and brought in iReady and science of reading. So now suddenly kids will have “comprehension difficulties” starting in 3rd or 4th grade. You will have to form a contingent and go to the state legislature and take control of the schools from they dyslexia parents.

Wow, what??? You sound crazy.

Do I?

Here are some of the lobbying groups for dyslexia VA:

https://www.decodingdyslexiavirginia.org/

https://va.dyslexiaida.org/


Here is the study they wanted:

https://rga.lis.virginia.gov/Published/2011/SD4

And why they changed the assessment to incorporate dyslexia screening:

https://rga.lis.virginia.gov/Published/2019/RD640/PDF

All done by the state legislature which was lobbied by parents who have dyslexic kids.

Why don't you want people who have children with learning disabilities to advocate for their children? I don't understand. We should all advocate for our children.

Right, except when someone said “my child is bored.” A poster came back and said something to the tune of: “I know your child is bored, but my kid has to have this or he will never read. So who cares if your kid is bored.”

I don’t care if people advocate, but I do care when the advocacy affects my child in a negative way. I have a right to advocate that my child who was reading at 4 could move on to other phonics lessons.

I think that the parents who lobbied should know that what is great for their kid may not be great for mine. Also, if more parents feel this way, the dyslexia advocates have a blueprint for how to change instruction in schools: Lobby the legislature. Some one literally called me crazy for suggesting that that is what happened (it is).

What you are not seeing is that the phonics instruction needs to be differentiated particularly in the younger grades. It isn’t right now.

Why can’t parents of kids who are dyslexic hear that the instruction that is a right fit for their kid may not be for mine? Is that really wrong of me to say? I’m advocating too. This is me advocating that FCPS and phonics companies should have a better solution than one size fits all.

I’m that poster you are referring to. I didn’t say who cares if your child is bored - I said your child being bored is not equivalent to my child failing, and I stand by that. All kids are bored in school, particularly kids like mine that need to go to school and then go do OG tutoring because they don’t do it enough in school!

But I do care about your child having a good education and I want them to love learning, same as I want for my child. And I have no issue (at all) with differentiation. Have at it! But explicit teaching in reading benefit most children. Not all. Most. And for the past 40 years generation after generation of kids - including me, as I’m also dyslexic - have been systematically disenfranchised of their right to a proper education. The results are terrible - the rates of dyslexia among incarcerated people is sky high, because failing to learn to read is so catastrophic. So yes, while I support you in your effort to prevent your daughter from being bored during the 20 minutes of explicit reading instruction she may get every day, I am concerned that it will come at the cost of going backwards for kids who are already disadvantaged.

Thank you for saying this. Boredom and not being able to read are not equivalent and those who can't read can't comprehend, period.

To the teacher saying those in higher grades can already read and need to move on, how can that be generally true if barely 50% are on grade level in 1st-3rd? See iReady chart in https://www.fcps.edu/about-fcps/strategic-plan/strategic-plan-goal-1-student-success/equitable-access-literacy-plan Chart also shows demographic splits, and lack of proper reading instruction is compounding other disadvantages there.

Okay so hopefully that graph will drastically change next year when the kids who got science of reading in 1-2 become
third graders. Those scores should be sky high!

The idea is that yes, the graph will change and scores will increase as children who need explicit teaching in reading receive it in the younger grades. That’s the whole point. The evidence tells us that should happen. It seems like you doubt that teaching failing children to read will enable them to read. My guess is that you believe children fail at reading because they are stupid or their parents don’t read to them or poor people don’t care about education or some such mix of common stereotypes.

Nope, not at all. I believe dyslexic children have difficulty reading because of neurological learning difficulties. It is harder for them to hear sounds or record sounds, recognize letters etc. because of this brain based difference. Sure of the “science of reading” may help some of those kids improve, but they still have a brain based difference and that won’t be completely wiped away. Otherwise, it wouldn’t be neurologically rooted.

Meanwhile, other kids will be bored.

Parents of dyslexic kids say being bored is fine, but they must have missed this article:
https://www.washingtonpost.com/health/boredom-mental-health-disconnected/2021/07/16/c367cd30-9d6a-11eb-9d05-ae06f4529ece_story.html

I think you are expecting a large increase of scores you will probably be disappointed. Test makers, political figures, curriculum writers all have a vested interest in making sure kids look like they are failing. Right now Orton Gilligham is making BANK.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We no longer use the DRA. We do use the PRF. Reading groups are still a thing, but they will be more focused on phonics and phonemic awareness.

I haven't started small groups yet. The time has been spent assessing (PRFs, iReady, DSA, VGA). I'll start small groups after I finish assessing using the CORE and PASS assessments. The CORE and PASS are given based on how the students do in the phonics and phonemic awareness sections of the iReady.

My kid doesn’t need phonics and phonemic awareness. She needs comprehension now (4th grade).

This is what you parents have been fighting for and now the pendulum has swung - hope you’re happy!

Parents have been fighting for phonics AND a rich knowledge based curriculum. Just wanted to correct this.

Dyslexia parents got ahold of the state legislature and brought in iReady and science of reading. So now suddenly kids will have “comprehension difficulties” starting in 3rd or 4th grade. You will have to form a contingent and go to the state legislature and take control of the schools from they dyslexia parents.

Wow, what??? You sound crazy.

Do I?

Here are some of the lobbying groups for dyslexia VA:

https://www.decodingdyslexiavirginia.org/

https://va.dyslexiaida.org/


Here is the study they wanted:

https://rga.lis.virginia.gov/Published/2011/SD4

And why they changed the assessment to incorporate dyslexia screening:

https://rga.lis.virginia.gov/Published/2019/RD640/PDF

All done by the state legislature which was lobbied by parents who have dyslexic kids.

Why don't you want people who have children with learning disabilities to advocate for their children? I don't understand. We should all advocate for our children.

Right, except when someone said “my child is bored.” A poster came back and said something to the tune of: “I know your child is bored, but my kid has to have this or he will never read. So who cares if your kid is bored.”

I don’t care if people advocate, but I do care when the advocacy affects my child in a negative way. I have a right to advocate that my child who was reading at 4 could move on to other phonics lessons.

I think that the parents who lobbied should know that what is great for their kid may not be great for mine. Also, if more parents feel this way, the dyslexia advocates have a blueprint for how to change instruction in schools: Lobby the legislature. Some one literally called me crazy for suggesting that that is what happened (it is).

What you are not seeing is that the phonics instruction needs to be differentiated particularly in the younger grades. It isn’t right now.

Why can’t parents of kids who are dyslexic hear that the instruction that is a right fit for their kid may not be for mine? Is that really wrong of me to say? I’m advocating too. This is me advocating that FCPS and phonics companies should have a better solution than one size fits all.

I think you are the perfect candidate for private school, PP.

Actually you may be. The majority of kids do not actually have dyslexia. The kids with dyslexia are the kids that need a specialized private as well as additional help outside of school to address their issues. Sadly too many parents don’t realize this and rely on the schools only.

Nope. The kids with dyslexia need the public schools to teach their kids to read! If they are capable of understanding and funding private school/tutoring (and I am/do), then great (although not fair) for them! But that's not a plan and parents not realizing anything is not the sad part. That sets up those who are disadvantaged and/or un-remediated dyslexics for failure. Do you have any idea how hard it is to navigate the world as a dyslexic? I'm not dyslexic but spouse is. It's awful. Then throw in people working multiple jobs to literally make ends meet (not DCUM style, like actually struggling for food/shelter) and/or immigrants with language issues. Oh goodness, it makes me so angry.

Plus dyslexia parents are being set up for failure when the teachers keep saying just read to them. And don't listen when some of us point out the very issues that indicate dyslexia. Parents (and students) should be able to "rely on the schools only." That's the whole issue!!

Dyslexia families should seek outside help to supplement what the schools are doing. It requires a specialized approach that shcools cannot possibly deal with in a mainstreamed class. It’s no different than if a child had a complex medical issues. Families should use all their resources possible to help their child. Relying solely on schools is lazy and a disservice to the child.

Public Schools are required to provide an education for kids with complex medical issues, there is an entire home school program that exists to support those kids. Public schools have specialized schools to provide support to kids who require more intensive instruction due to Autism or mental health issues or ADHA or LDs. The big problem is that those programs are all expensive and as such there are not enough spaces for the kids that need those services but Public Schools are still required to provide services that meet those kids needs.

Supplementing is not the Federally mandated approach to helping kids with dyslexia read. It could be if the Public Schools would pay for it or pay for private school placement but that is something that the Public Schools don't want to do because it is expensive.

Public schools are required to provide an education for all students, regardless of their abilities. I have a friend who has a 13 year old who has the cognitive ability of a 4 year old but he has attended school and summer school in the Public School system his entire life. He is in a specialized program with an aid and a transportation provided just for him. He is a great kid with all sorts of medical issues. Public Schools are required to provide him educational opportunities that meet his needs.

So yeah, Public Schools are required to provide an appropriate education for kids with dyslexia. The reality is, many of those kids are very capable of doing well in school even though they struggle with reading. And there are known methods that help those kids learn to read. And those methods work well for kids without dyslexia. That is what FCPS finally brought into the schools this year.

My DS is not dyslexic, but I am. Providing opportunities for people like myself benefits society as a whole because I was able to earn my PhD and make a very nice living. If my parents had listened to the Teachers telling them I would never graduate from high school, my earning potential would have been a lot less and there is a higher probability that I would have ended up needing government programs like welfare or disability payments. So if you are not interested in providing kids with LDs an opportunity to learn because it is holding your child back by making them do word study think about it as a long term tax savings for you because more of these kids will graduate from high school and then college and some from grad school. They are likely to make more money and need less support as adults.[b]

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We no longer use the DRA. We do use the PRF. Reading groups are still a thing, but they will be more focused on phonics and phonemic awareness.

I haven't started small groups yet. The time has been spent assessing (PRFs, iReady, DSA, VGA). I'll start small groups after I finish assessing using the CORE and PASS assessments. The CORE and PASS are given based on how the students do in the phonics and phonemic awareness sections of the iReady.

My kid doesn’t need phonics and phonemic awareness. She needs comprehension now (4th grade).

This is what you parents have been fighting for and now the pendulum has swung - hope you’re happy!

Parents have been fighting for phonics AND a rich knowledge based curriculum. Just wanted to correct this.

Dyslexia parents got ahold of the state legislature and brought in iReady and science of reading. So now suddenly kids will have “comprehension difficulties” starting in 3rd or 4th grade. You will have to form a contingent and go to the state legislature and take control of the schools from they dyslexia parents.

Wow, what??? You sound crazy.

Do I?

Here are some of the lobbying groups for dyslexia VA:

https://www.decodingdyslexiavirginia.org/

https://va.dyslexiaida.org/


Here is the study they wanted:

https://rga.lis.virginia.gov/Published/2011/SD4

And why they changed the assessment to incorporate dyslexia screening:

https://rga.lis.virginia.gov/Published/2019/RD640/PDF

All done by the state legislature which was lobbied by parents who have dyslexic kids.

Why don't you want people who have children with learning disabilities to advocate for their children? I don't understand. We should all advocate for our children.

Right, except when someone said “my child is bored.” A poster came back and said something to the tune of: “I know your child is bored, but my kid has to have this or he will never read. So who cares if your kid is bored.”

I don’t care if people advocate, but I do care when the advocacy affects my child in a negative way. I have a right to advocate that my child who was reading at 4 could move on to other phonics lessons.

I think that the parents who lobbied should know that what is great for their kid may not be great for mine. Also, if more parents feel this way, the dyslexia advocates have a blueprint for how to change instruction in schools: Lobby the legislature. Some one literally called me crazy for suggesting that that is what happened (it is).

What you are not seeing is that the phonics instruction needs to be differentiated particularly in the younger grades. It isn’t right now.

Why can’t parents of kids who are dyslexic hear that the instruction that is a right fit for their kid may not be for mine? Is that really wrong of me to say? I’m advocating too. This is me advocating that FCPS and phonics companies should have a better solution than one size fits all.

+1 And parents of kids who are early readers aren't doing it just so their kids can get 'more advanced'--we want our kids to learn to work in school, learn that school is associated with growth and challenge. When kids who are advanced don't get appropriate instruction they understandably develop poor work habits that can affect them for their lifetime. They also develop false attitudes that are hard to counter like other kids are "dumb" and school is "boring." This helps no one. No one is saying that children don't need instruction to help them read, but that it should be matched to their level. Advanced kids should not have to ride it out until 3rd grade when they can go to AAP if they qualify. By then a lot of damage has been done on their basic relationship to school/work/learning. There are some kids who don't need the K-2 level of phonics, plenty of kids who can 'get' the phonics/word study very quickly and a subset of about 20% who will need a lot of intensive instruction. Does everyone have to take as long on it as those who need it most? That seems ludicrous.

Entitled parents like you are why AAP exist and why so many people put their kids in private until 3rd grade. Please go join them.

How is this entitled? Is my child not as deserving of an appropriate education as yours?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We no longer use the DRA. We do use the PRF. Reading groups are still a thing, but they will be more focused on phonics and phonemic awareness.

I haven't started small groups yet. The time has been spent assessing (PRFs, iReady, DSA, VGA). I'll start small groups after I finish assessing using the CORE and PASS assessments. The CORE and PASS are given based on how the students do in the phonics and phonemic awareness sections of the iReady.

My kid doesn’t need phonics and phonemic awareness. She needs comprehension now (4th grade).

This is what you parents have been fighting for and now the pendulum has swung - hope you’re happy!

Parents have been fighting for phonics AND a rich knowledge based curriculum. Just wanted to correct this.

Dyslexia parents got ahold of the state legislature and brought in iReady and science of reading. So now suddenly kids will have “comprehension difficulties” starting in 3rd or 4th grade. You will have to form a contingent and go to the state legislature and take control of the schools from they dyslexia parents.

Wow, what??? You sound crazy.

Do I?

Here are some of the lobbying groups for dyslexia VA:

https://www.decodingdyslexiavirginia.org/

https://va.dyslexiaida.org/


Here is the study they wanted:

https://rga.lis.virginia.gov/Published/2011/SD4

And why they changed the assessment to incorporate dyslexia screening:

https://rga.lis.virginia.gov/Published/2019/RD640/PDF

All done by the state legislature which was lobbied by parents who have dyslexic kids.

Why don't you want people who have children with learning disabilities to advocate for their children? I don't understand. We should all advocate for our children.

Right, except when someone said “my child is bored.” A poster came back and said something to the tune of: “I know your child is bored, but my kid has to have this or he will never read. So who cares if your kid is bored.”

I don’t care if people advocate, but I do care when the advocacy affects my child in a negative way. I have a right to advocate that my child who was reading at 4 could move on to other phonics lessons.

I think that the parents who lobbied should know that what is great for their kid may not be great for mine. Also, if more parents feel this way, the dyslexia advocates have a blueprint for how to change instruction in schools: Lobby the legislature. Some one literally called me crazy for suggesting that that is what happened (it is).

What you are not seeing is that the phonics instruction needs to be differentiated particularly in the younger grades. It isn’t right now.

Why can’t parents of kids who are dyslexic hear that the instruction that is a right fit for their kid may not be for mine? Is that really wrong of me to say? I’m advocating too. This is me advocating that FCPS and phonics companies should have a better solution than one size fits all.

I’m that poster you are referring to. I didn’t say who cares if your child is bored - I said your child being bored is not equivalent to my child failing, and I stand by that. All kids are bored in school, particularly kids like mine that need to go to school and then go do OG tutoring because they don’t do it enough in school!

But I do care about your child having a good education and I want them to love learning, same as I want for my child. And I have no issue (at all) with differentiation. Have at it! But explicit teaching in reading benefit most children. Not all. Most. And for the past 40 years generation after generation of kids - including me, as I’m also dyslexic - have been systematically disenfranchised of their right to a proper education. The results are terrible - the rates of dyslexia among incarcerated people is sky high, because failing to learn to read is so catastrophic. So yes, while I support you in your effort to prevent your daughter from being bored during the 20 minutes of explicit reading instruction she may get every day, I am concerned that it will come at the cost of going backwards for kids who are already disadvantaged.

Thank you for saying this. Boredom and not being able to read are not equivalent and those who can't read can't comprehend, period.

To the teacher saying those in higher grades can already read and need to move on, how can that be generally true if barely 50% are on grade level in 1st-3rd? See iReady chart in https://www.fcps.edu/about-fcps/strategic-plan/strategic-plan-goal-1-student-success/equitable-access-literacy-plan Chart also shows demographic splits, and lack of proper reading instruction is compounding other disadvantages there.

Okay so hopefully that graph will drastically change next year when the kids who got science of reading in 1-2 become
third graders. Those scores should be sky high!

The idea is that yes, the graph will change and scores will increase as children who need explicit teaching in reading receive it in the younger grades. That’s the whole point. The evidence tells us that should happen. It seems like you doubt that teaching failing children to read will enable them to read. My guess is that you believe children fail at reading because they are stupid or their parents don’t read to them or poor people don’t care about education or some such mix of common stereotypes.

Nope, not at all. I believe dyslexic children have difficulty reading because of neurological learning difficulties. It is harder for them to hear sounds or record sounds, recognize letters etc. because of this brain based difference. Sure of the “science of reading” may help some of those kids improve, but they still have a brain based difference and that won’t be completely wiped away. Otherwise, it wouldn’t be neurologically rooted.

Meanwhile, other kids will be bored.

Parents of dyslexic kids say being bored is fine, but they must have missed this article:
https://www.washingtonpost.com/health/boredom-mental-health-disconnected/2021/07/16/c367cd30-9d6a-11eb-9d05-ae06f4529ece_story.html

I think you are expecting a large increase of scores you will probably be disappointed. Test makers, political figures, curriculum writers all have a vested interest in making sure kids look like they are failing. Right now Orton Gilligham is making BANK.

Yes, dyslexia is neurological difference that makes learning to read more difficult. It cannot be wiped away or “cured” but if taught with explicit methods like Orton Gillingham (which is a theory and method, not a person or organization that can make bank) then dyslexics and most people who struggle to read…can learn to read. Well! And be writers like me, or PhDs like the PP up thread, or at least graduate high school so they don’t drop out and end up selling drugs for a living and going to jail.

You clearly don’t think that almost all kids can learn to read, and should. Or maybe you just don’t give a fig about anyone else’s kids as long as yours isn’t bored? And really, your kid is going to be bored in school. School is boring.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We no longer use the DRA. We do use the PRF. Reading groups are still a thing, but they will be more focused on phonics and phonemic awareness.

I haven't started small groups yet. The time has been spent assessing (PRFs, iReady, DSA, VGA). I'll start small groups after I finish assessing using the CORE and PASS assessments. The CORE and PASS are given based on how the students do in the phonics and phonemic awareness sections of the iReady.

My kid doesn’t need phonics and phonemic awareness. She needs comprehension now (4th grade).

This is what you parents have been fighting for and now the pendulum has swung - hope you’re happy!

Parents have been fighting for phonics AND a rich knowledge based curriculum. Just wanted to correct this.

Dyslexia parents got ahold of the state legislature and brought in iReady and science of reading. So now suddenly kids will have “comprehension difficulties” starting in 3rd or 4th grade. You will have to form a contingent and go to the state legislature and take control of the schools from they dyslexia parents.

Wow, what??? You sound crazy.

Do I?

Here are some of the lobbying groups for dyslexia VA:

https://www.decodingdyslexiavirginia.org/

https://va.dyslexiaida.org/


Here is the study they wanted:

https://rga.lis.virginia.gov/Published/2011/SD4

And why they changed the assessment to incorporate dyslexia screening:

https://rga.lis.virginia.gov/Published/2019/RD640/PDF

All done by the state legislature which was lobbied by parents who have dyslexic kids.

Why don't you want people who have children with learning disabilities to advocate for their children? I don't understand. We should all advocate for our children.

Right, except when someone said “my child is bored.” A poster came back and said something to the tune of: “I know your child is bored, but my kid has to have this or he will never read. So who cares if your kid is bored.”

I don’t care if people advocate, but I do care when the advocacy affects my child in a negative way. I have a right to advocate that my child who was reading at 4 could move on to other phonics lessons.

I think that the parents who lobbied should know that what is great for their kid may not be great for mine. Also, if more parents feel this way, the dyslexia advocates have a blueprint for how to change instruction in schools: Lobby the legislature. Some one literally called me crazy for suggesting that that is what happened (it is).

What you are not seeing is that the phonics instruction needs to be differentiated particularly in the younger grades. It isn’t right now.

Why can’t parents of kids who are dyslexic hear that the instruction that is a right fit for their kid may not be for mine? Is that really wrong of me to say? I’m advocating too. This is me advocating that FCPS and phonics companies should have a better solution than one size fits all.

+1 And parents of kids who are early readers aren't doing it just so their kids can get 'more advanced'--we want our kids to learn to work in school, learn that school is associated with growth and challenge. When kids who are advanced don't get appropriate instruction they understandably develop poor work habits that can affect them for their lifetime. They also develop false attitudes that are hard to counter like other kids are "dumb" and school is "boring." This helps no one. No one is saying that children don't need instruction to help them read, but that it should be matched to their level. Advanced kids should not have to ride it out until 3rd grade when they can go to AAP if they qualify. By then a lot of damage has been done on their basic relationship to school/work/learning. There are some kids who don't need the K-2 level of phonics, plenty of kids who can 'get' the phonics/word study very quickly and a subset of about 20% who will need a lot of intensive instruction. Does everyone have to take as long on it as those who need it most? That seems ludicrous.

(NP)
How will you react when a child like mine is is your child’s AAP class. He has profound dyslexia and has never ever been at grade level. He qualified for AAP because he is advanced like your child. He listens to books at his cognitive level and also was pulled out for reading remediation when he was in ES.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We no longer use the DRA. We do use the PRF. Reading groups are still a thing, but they will be more focused on phonics and phonemic awareness.

I haven't started small groups yet. The time has been spent assessing (PRFs, iReady, DSA, VGA). I'll start small groups after I finish assessing using the CORE and PASS assessments. The CORE and PASS are given based on how the students do in the phonics and phonemic awareness sections of the iReady.

My kid doesn’t need phonics and phonemic awareness. She needs comprehension now (4th grade).

This is what you parents have been fighting for and now the pendulum has swung - hope you’re happy!

Parents have been fighting for phonics AND a rich knowledge based curriculum. Just wanted to correct this.

Dyslexia parents got ahold of the state legislature and brought in iReady and science of reading. So now suddenly kids will have “comprehension difficulties” starting in 3rd or 4th grade. You will have to form a contingent and go to the state legislature and take control of the schools from they dyslexia parents.

Wow, what??? You sound crazy.

Do I?

Here are some of the lobbying groups for dyslexia VA:

https://www.decodingdyslexiavirginia.org/

https://va.dyslexiaida.org/


Here is the study they wanted:

https://rga.lis.virginia.gov/Published/2011/SD4

And why they changed the assessment to incorporate dyslexia screening:

https://rga.lis.virginia.gov/Published/2019/RD640/PDF

All done by the state legislature which was lobbied by parents who have dyslexic kids.

Why don't you want people who have children with learning disabilities to advocate for their children? I don't understand. We should all advocate for our children.

Right, except when someone said “my child is bored.” A poster came back and said something to the tune of: “I know your child is bored, but my kid has to have this or he will never read. So who cares if your kid is bored.”

I don’t care if people advocate, but I do care when the advocacy affects my child in a negative way. I have a right to advocate that my child who was reading at 4 could move on to other phonics lessons.

I think that the parents who lobbied should know that what is great for their kid may not be great for mine. Also, if more parents feel this way, the dyslexia advocates have a blueprint for how to change instruction in schools: Lobby the legislature. Some one literally called me crazy for suggesting that that is what happened (it is).

What you are not seeing is that the phonics instruction needs to be differentiated particularly in the younger grades. It isn’t right now.

Why can’t parents of kids who are dyslexic hear that the instruction that is a right fit for their kid may not be for mine? Is that really wrong of me to say? I’m advocating too. This is me advocating that FCPS and phonics companies should have a better solution than one size fits all.

I’m that poster you are referring to. I didn’t say who cares if your child is bored - I said your child being bored is not equivalent to my child failing, and I stand by that. All kids are bored in school, particularly kids like mine that need to go to school and then go do OG tutoring because they don’t do it enough in school!

But I do care about your child having a good education and I want them to love learning, same as I want for my child. And I have no issue (at all) with differentiation. Have at it! But explicit teaching in reading benefit most children. Not all. Most. And for the past 40 years generation after generation of kids - including me, as I’m also dyslexic - have been systematically disenfranchised of their right to a proper education. The results are terrible - the rates of dyslexia among incarcerated people is sky high, because failing to learn to read is so catastrophic. So yes, while I support you in your effort to prevent your daughter from being bored during the 20 minutes of explicit reading instruction she may get every day, I am concerned that it will come at the cost of going backwards for kids who are already disadvantaged.

Thank you for saying this. Boredom and not being able to read are not equivalent and those who can't read can't comprehend, period.

To the teacher saying those in higher grades can already read and need to move on, how can that be generally true if barely 50% are on grade level in 1st-3rd? See iReady chart in https://www.fcps.edu/about-fcps/strategic-plan/strategic-plan-goal-1-student-success/equitable-access-literacy-plan Chart also shows demographic splits, and lack of proper reading instruction is compounding other disadvantages there.

Okay so hopefully that graph will drastically change next year when the kids who got science of reading in 1-2 become
third graders. Those scores should be sky high!

The idea is that yes, the graph will change and scores will increase as children who need explicit teaching in reading receive it in the younger grades. That’s the whole point. The evidence tells us that should happen. It seems like you doubt that teaching failing children to read will enable them to read. My guess is that you believe children fail at reading because they are stupid or their parents don’t read to them or poor people don’t care about education or some such mix of common stereotypes.

Nope, not at all. I believe dyslexic children have difficulty reading because of neurological learning difficulties. It is harder for them to hear sounds or record sounds, recognize letters etc. because of this brain based difference. Sure of the “science of reading” may help some of those kids improve, but they still have a brain based difference and that won’t be completely wiped away. Otherwise, it wouldn’t be neurologically rooted.

Meanwhile, other kids will be bored.

Parents of dyslexic kids say being bored is fine, but they must have missed this article:
https://www.washingtonpost.com/health/boredom-mental-health-disconnected/2021/07/16/c367cd30-9d6a-11eb-9d05-ae06f4529ece_story.html

I think you are expecting a large increase of scores you will probably be disappointed. Test makers, political figures, curriculum writers all have a vested interest in making sure kids look like they are failing. Right now Orton Gilligham is making BANK.

Yes, dyslexia is neurological difference that makes learning to read more difficult. It cannot be wiped away or “cured” but if taught with explicit methods like Orton Gillingham (which is a theory and method, not a person or organization that can make bank) then dyslexics and most people who struggle to read…can learn to read. Well! And be writers like me, or PhDs like the PP up thread, or at least graduate high school so they don’t drop out and end up selling drugs for a living and going to jail.

You clearly don’t think that almost all kids can learn to read, and should. Or maybe you just don’t give a fig about anyone else’s kids as long as yours isn’t bored? And really, your kid is going to be bored in school. School is boring.

https://www.orton-gillingham.com/

.com being a commercial website. It is technically run by ISME I suppose, but they refer to themselves as Orton-Gillingham very frequently (as in the name of the website) but, yes, they are making BANK.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We no longer use the DRA. We do use the PRF. Reading groups are still a thing, but they will be more focused on phonics and phonemic awareness.

I haven't started small groups yet. The time has been spent assessing (PRFs, iReady, DSA, VGA). I'll start small groups after I finish assessing using the CORE and PASS assessments. The CORE and PASS are given based on how the students do in the phonics and phonemic awareness sections of the iReady.

My kid doesn’t need phonics and phonemic awareness. She needs comprehension now (4th grade).

This is what you parents have been fighting for and now the pendulum has swung - hope you’re happy!

Parents have been fighting for phonics AND a rich knowledge based curriculum. Just wanted to correct this.

Dyslexia parents got ahold of the state legislature and brought in iReady and science of reading. So now suddenly kids will have “comprehension difficulties” starting in 3rd or 4th grade. You will have to form a contingent and go to the state legislature and take control of the schools from they dyslexia parents.

Wow, what??? You sound crazy.

Do I?

Here are some of the lobbying groups for dyslexia VA:

https://www.decodingdyslexiavirginia.org/

https://va.dyslexiaida.org/


Here is the study they wanted:

https://rga.lis.virginia.gov/Published/2011/SD4

And why they changed the assessment to incorporate dyslexia screening:

https://rga.lis.virginia.gov/Published/2019/RD640/PDF

All done by the state legislature which was lobbied by parents who have dyslexic kids.

Why don't you want people who have children with learning disabilities to advocate for their children? I don't understand. We should all advocate for our children.

Right, except when someone said “my child is bored.” A poster came back and said something to the tune of: “I know your child is bored, but my kid has to have this or he will never read. So who cares if your kid is bored.”

I don’t care if people advocate, but I do care when the advocacy affects my child in a negative way. I have a right to advocate that my child who was reading at 4 could move on to other phonics lessons.

I think that the parents who lobbied should know that what is great for their kid may not be great for mine. Also, if more parents feel this way, the dyslexia advocates have a blueprint for how to change instruction in schools: Lobby the legislature. Some one literally called me crazy for suggesting that that is what happened (it is).

What you are not seeing is that the phonics instruction needs to be differentiated particularly in the younger grades. It isn’t right now.

Why can’t parents of kids who are dyslexic hear that the instruction that is a right fit for their kid may not be for mine? Is that really wrong of me to say? I’m advocating too. This is me advocating that FCPS and phonics companies should have a better solution than one size fits all.

+1 And parents of kids who are early readers aren't doing it just so their kids can get 'more advanced'--we want our kids to learn to work in school, learn that school is associated with growth and challenge. When kids who are advanced don't get appropriate instruction they understandably develop poor work habits that can affect them for their lifetime. They also develop false attitudes that are hard to counter like other kids are "dumb" and school is "boring." This helps no one. No one is saying that children don't need instruction to help them read, but that it should be matched to their level. Advanced kids should not have to ride it out until 3rd grade when they can go to AAP if they qualify. By then a lot of damage has been done on their basic relationship to school/work/learning. There are some kids who don't need the K-2 level of phonics, plenty of kids who can 'get' the phonics/word study very quickly and a subset of about 20% who will need a lot of intensive instruction. Does everyone have to take as long on it as those who need it most? That seems ludicrous.

(NP)
How will you react when a child like mine is is your child’s AAP class. He has profound dyslexia and has never ever been at grade level. He qualified for AAP because he is advanced like your child. He listens to books at his cognitive level and also was pulled out for reading remediation when he was in ES.

DP, but I don’t care unless my child has to listen to books on his cognitive level rather than reading them.

[Anonymous]

Why is FCPS teaching kids who can already read dyslexia techniques?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We no longer use the DRA. We do use the PRF. Reading groups are still a thing, but they will be more focused on phonics and phonemic awareness.

I haven't started small groups yet. The time has been spent assessing (PRFs, iReady, DSA, VGA). I'll start small groups after I finish assessing using the CORE and PASS assessments. The CORE and PASS are given based on how the students do in the phonics and phonemic awareness sections of the iReady.

My kid doesn’t need phonics and phonemic awareness. She needs comprehension now (4th grade).

This is what you parents have been fighting for and now the pendulum has swung - hope you’re happy!

Parents have been fighting for phonics AND a rich knowledge based curriculum. Just wanted to correct this.

Dyslexia parents got ahold of the state legislature and brought in iReady and science of reading. So now suddenly kids will have “comprehension difficulties” starting in 3rd or 4th grade. You will have to form a contingent and go to the state legislature and take control of the schools from they dyslexia parents.

Wow, what??? You sound crazy.

Do I?

Here are some of the lobbying groups for dyslexia VA:

https://www.decodingdyslexiavirginia.org/

https://va.dyslexiaida.org/


Here is the study they wanted:

https://rga.lis.virginia.gov/Published/2011/SD4

And why they changed the assessment to incorporate dyslexia screening:

https://rga.lis.virginia.gov/Published/2019/RD640/PDF

All done by the state legislature which was lobbied by parents who have dyslexic kids.

Why don't you want people who have children with learning disabilities to advocate for their children? I don't understand. We should all advocate for our children.

Right, except when someone said “my child is bored.” A poster came back and said something to the tune of: “I know your child is bored, but my kid has to have this or he will never read. So who cares if your kid is bored.”

I don’t care if people advocate, but I do care when the advocacy affects my child in a negative way. I have a right to advocate that my child who was reading at 4 could move on to other phonics lessons.

I think that the parents who lobbied should know that what is great for their kid may not be great for mine. Also, if more parents feel this way, the dyslexia advocates have a blueprint for how to change instruction in schools: Lobby the legislature. Some one literally called me crazy for suggesting that that is what happened (it is).

What you are not seeing is that the phonics instruction needs to be differentiated particularly in the younger grades. It isn’t right now.

Why can’t parents of kids who are dyslexic hear that the instruction that is a right fit for their kid may not be for mine? Is that really wrong of me to say? I’m advocating too. This is me advocating that FCPS and phonics companies should have a better solution than one size fits all.

I think you are the perfect candidate for private school, PP.

Actually you may be. The majority of kids do not actually have dyslexia. The kids with dyslexia are the kids that need a specialized private as well as additional help outside of school to address their issues. Sadly too many parents don’t realize this and rely on the schools only.

Nope. The kids with dyslexia need the public schools to teach their kids to read! If they are capable of understanding and funding private school/tutoring (and I am/do), then great (although not fair) for them! But that's not a plan and parents not realizing anything is not the sad part. That sets up those who are disadvantaged and/or un-remediated dyslexics for failure. Do you have any idea how hard it is to navigate the world as a dyslexic? I'm not dyslexic but spouse is. It's awful. Then throw in people working multiple jobs to literally make ends meet (not DCUM style, like actually struggling for food/shelter) and/or immigrants with language issues. Oh goodness, it makes me so angry.

Plus dyslexia parents are being set up for failure when the teachers keep saying just read to them. And don't listen when some of us point out the very issues that indicate dyslexia. Parents (and students) should be able to "rely on the schools only." That's the whole issue!!

Oh honey. No one in their right mind relies on solely the school to educate their child, or their child will be hopelessly behind.

Really? The point is some people have no choice but to do so, and they should be able to rely on school for a basic like reading. Do I rely solely on schools given their current state? No, but I'm privileged and educated and can afford remediation. Many parents have none of those in their favor.

Welcome to the god ole USA. Privileged people have always AND will always have the upper hand.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We no longer use the DRA. We do use the PRF. Reading groups are still a thing, but they will be more focused on phonics and phonemic awareness.

I haven't started small groups yet. The time has been spent assessing (PRFs, iReady, DSA, VGA). I'll start small groups after I finish assessing using the CORE and PASS assessments. The CORE and PASS are given based on how the students do in the phonics and phonemic awareness sections of the iReady.

My kid doesn’t need phonics and phonemic awareness. She needs comprehension now (4th grade).

This is what you parents have been fighting for and now the pendulum has swung - hope you’re happy!

Parents have been fighting for phonics AND a rich knowledge based curriculum. Just wanted to correct this.

Dyslexia parents got ahold of the state legislature and brought in iReady and science of reading. So now suddenly kids will have “comprehension difficulties” starting in 3rd or 4th grade. You will have to form a contingent and go to the state legislature and take control of the schools from they dyslexia parents.

Wow, what??? You sound crazy.

Do I?

Here are some of the lobbying groups for dyslexia VA:

https://www.decodingdyslexiavirginia.org/

https://va.dyslexiaida.org/


Here is the study they wanted:

https://rga.lis.virginia.gov/Published/2011/SD4

And why they changed the assessment to incorporate dyslexia screening:

https://rga.lis.virginia.gov/Published/2019/RD640/PDF

All done by the state legislature which was lobbied by parents who have dyslexic kids.

Why don't you want people who have children with learning disabilities to advocate for their children? I don't understand. We should all advocate for our children.

Right, except when someone said “my child is bored.” A poster came back and said something to the tune of: “I know your child is bored, but my kid has to have this or he will never read. So who cares if your kid is bored.”

I don’t care if people advocate, but I do care when the advocacy affects my child in a negative way. I have a right to advocate that my child who was reading at 4 could move on to other phonics lessons.

I think that the parents who lobbied should know that what is great for their kid may not be great for mine. Also, if more parents feel this way, the dyslexia advocates have a blueprint for how to change instruction in schools: Lobby the legislature. Some one literally called me crazy for suggesting that that is what happened (it is).

What you are not seeing is that the phonics instruction needs to be differentiated particularly in the younger grades. It isn’t right now.

Why can’t parents of kids who are dyslexic hear that the instruction that is a right fit for their kid may not be for mine? Is that really wrong of me to say? I’m advocating too. This is me advocating that FCPS and phonics companies should have a better solution than one size fits all.

+1 And parents of kids who are early readers aren't doing it just so their kids can get 'more advanced'--we want our kids to learn to work in school, learn that school is associated with growth and challenge. When kids who are advanced don't get appropriate instruction they understandably develop poor work habits that can affect them for their lifetime. They also develop false attitudes that are hard to counter like other kids are "dumb" and school is "boring." This helps no one. No one is saying that children don't need instruction to help them read, but that it should be matched to their level. Advanced kids should not have to ride it out until 3rd grade when they can go to AAP if they qualify. By then a lot of damage has been done on their basic relationship to school/work/learning. There are some kids who don't need the K-2 level of phonics, plenty of kids who can 'get' the phonics/word study very quickly and a subset of about 20% who will need a lot of intensive instruction. Does everyone have to take as long on it as those who need it most? That seems ludicrous.

Entitled parents like you are why AAP exist and why so many people put their kids in private until 3rd grade. Please go join them.

How is this entitled? Is my child not as deserving of an appropriate education as yours?

In the VA constitution and IDEA documents, “appropriate” simply means that the core subjects are taught, it does not mean a quality education.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We no longer use the DRA. We do use the PRF. Reading groups are still a thing, but they will be more focused on phonics and phonemic awareness.

I haven't started small groups yet. The time has been spent assessing (PRFs, iReady, DSA, VGA). I'll start small groups after I finish assessing using the CORE and PASS assessments. The CORE and PASS are given based on how the students do in the phonics and phonemic awareness sections of the iReady.

My kid doesn’t need phonics and phonemic awareness. She needs comprehension now (4th grade).

This is what you parents have been fighting for and now the pendulum has swung - hope you’re happy!

Parents have been fighting for phonics AND a rich knowledge based curriculum. Just wanted to correct this.

Dyslexia parents got ahold of the state legislature and brought in iReady and science of reading. So now suddenly kids will have “comprehension difficulties” starting in 3rd or 4th grade. You will have to form a contingent and go to the state legislature and take control of the schools from they dyslexia parents.

Wow, what??? You sound crazy.

Do I?

Here are some of the lobbying groups for dyslexia VA:

https://www.decodingdyslexiavirginia.org/

https://va.dyslexiaida.org/


Here is the study they wanted:

https://rga.lis.virginia.gov/Published/2011/SD4

And why they changed the assessment to incorporate dyslexia screening:

https://rga.lis.virginia.gov/Published/2019/RD640/PDF

All done by the state legislature which was lobbied by parents who have dyslexic kids.

Why don't you want people who have children with learning disabilities to advocate for their children? I don't understand. We should all advocate for our children.

Right, except when someone said “my child is bored.” A poster came back and said something to the tune of: “I know your child is bored, but my kid has to have this or he will never read. So who cares if your kid is bored.”

I don’t care if people advocate, but I do care when the advocacy affects my child in a negative way. I have a right to advocate that my child who was reading at 4 could move on to other phonics lessons.

I think that the parents who lobbied should know that what is great for their kid may not be great for mine. Also, if more parents feel this way, the dyslexia advocates have a blueprint for how to change instruction in schools: Lobby the legislature. Some one literally called me crazy for suggesting that that is what happened (it is).

What you are not seeing is that the phonics instruction needs to be differentiated particularly in the younger grades. It isn’t right now.

Why can’t parents of kids who are dyslexic hear that the instruction that is a right fit for their kid may not be for mine? Is that really wrong of me to say? I’m advocating too. This is me advocating that FCPS and phonics companies should have a better solution than one size fits all.

I think you are the perfect candidate for private school, PP.

Actually you may be. The majority of kids do not actually have dyslexia. The kids with dyslexia are the kids that need a specialized private as well as additional help outside of school to address their issues. Sadly too many parents don’t realize this and rely on the schools only.

Nope. The kids with dyslexia need the public schools to teach their kids to read! If they are capable of understanding and funding private school/tutoring (and I am/do), then great (although not fair) for them! But that's not a plan and parents not realizing anything is not the sad part. That sets up those who are disadvantaged and/or un-remediated dyslexics for failure. Do you have any idea how hard it is to navigate the world as a dyslexic? I'm not dyslexic but spouse is. It's awful. Then throw in people working multiple jobs to literally make ends meet (not DCUM style, like actually struggling for food/shelter) and/or immigrants with language issues. Oh goodness, it makes me so angry.

Plus dyslexia parents are being set up for failure when the teachers keep saying just read to them. And don't listen when some of us point out the very issues that indicate dyslexia. Parents (and students) should be able to "rely on the schools only." That's the whole issue!!

Dyslexia families should seek outside help to supplement what the schools are doing. It requires a specialized approach that shcools cannot possibly deal with in a mainstreamed class. It’s no different than if a child had a complex medical issues. Families should use all their resources possible to help their child. Relying solely on schools is lazy and a disservice to the child.

The families that can, absolutely do. Nobody is suggesting that the whole class get the same level of phonics instruction that a moderate or severely dyslexic kid would need. We just think that school should teach kids to decode (I.e., phonics) rather than just guess, which is what has been happening for the past 20 years in FCPS. Alternatively, dyslexic kids are entitled to FAPE and if public school is going to abdicate its responsibility to teach these kids to read, it is required to find that the appropriate placement is a private placement at public cost. Meaning that the taxpayers can pay for private school for that child. At $40,000 per year per child for 20 percent of students, you can see how it is more cost effective for the public schools to teach phonics.

[Anonymous]

Anonymous wrote:Why is FCPS teaching kids who can already read dyslexia techniques?

Phonics is NOT just for dyslexia. It is how you actually teach kids to read. It is also how kids learn spelling rules.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We no longer use the DRA. We do use the PRF. Reading groups are still a thing, but they will be more focused on phonics and phonemic awareness.

I haven't started small groups yet. The time has been spent assessing (PRFs, iReady, DSA, VGA). I'll start small groups after I finish assessing using the CORE and PASS assessments. The CORE and PASS are given based on how the students do in the phonics and phonemic awareness sections of the iReady.

My kid doesn’t need phonics and phonemic awareness. She needs comprehension now (4th grade).

This is what you parents have been fighting for and now the pendulum has swung - hope you’re happy!

Parents have been fighting for phonics AND a rich knowledge based curriculum. Just wanted to correct this.

Dyslexia parents got ahold of the state legislature and brought in iReady and science of reading. So now suddenly kids will have “comprehension difficulties” starting in 3rd or 4th grade. You will have to form a contingent and go to the state legislature and take control of the schools from they dyslexia parents.

Wow, what??? You sound crazy.

Do I?

Here are some of the lobbying groups for dyslexia VA:

https://www.decodingdyslexiavirginia.org/

https://va.dyslexiaida.org/


Here is the study they wanted:

https://rga.lis.virginia.gov/Published/2011/SD4

And why they changed the assessment to incorporate dyslexia screening:

https://rga.lis.virginia.gov/Published/2019/RD640/PDF

All done by the state legislature which was lobbied by parents who have dyslexic kids.

Why don't you want people who have children with learning disabilities to advocate for their children? I don't understand. We should all advocate for our children.

Right, except when someone said “my child is bored.” A poster came back and said something to the tune of: “I know your child is bored, but my kid has to have this or he will never read. So who cares if your kid is bored.”

I don’t care if people advocate, but I do care when the advocacy affects my child in a negative way. I have a right to advocate that my child who was reading at 4 could move on to other phonics lessons.

I think that the parents who lobbied should know that what is great for their kid may not be great for mine. Also, if more parents feel this way, the dyslexia advocates have a blueprint for how to change instruction in schools: Lobby the legislature. Some one literally called me crazy for suggesting that that is what happened (it is).

What you are not seeing is that the phonics instruction needs to be differentiated particularly in the younger grades. It isn’t right now.

Why can’t parents of kids who are dyslexic hear that the instruction that is a right fit for their kid may not be for mine? Is that really wrong of me to say? I’m advocating too. This is me advocating that FCPS and phonics companies should have a better solution than one size fits all.

I think you are the perfect candidate for private school, PP.

Actually you may be. The majority of kids do not actually have dyslexia. The kids with dyslexia are the kids that need a specialized private as well as additional help outside of school to address their issues. Sadly too many parents don’t realize this and rely on the schools only.

Twenty percent of kids in the US have dyslexia. Are you really saying that we need specialized schools for 20% of kids in the US? That doesn't include the kids who are simply struggling with learning to read. The methods used to teach kids with dyslexia to read are legitimate methods to teach all kids to read. It is not like these methods only work for kids with dyslexia and the other 80% of the population is going to be held back or not learn to read.

http://dyslexiahelp.umich.edu/parents/learn-about-dyslexia/what-is-dyslexia/debunking-common-myths-about-dyslexia

The issue that some kids/parents are having right now is that their kids are in late ES so this change feels problematic because some of what the kids are doing is catching up on skills that they may understand and feels remedial. There are plenty of kids, not just the kids with dyslexia, that are not finding the word study remedial and will gain from the practice.

I do wish that FCPS did more to develop classes that were ability based so that there was less of a divide between the groups of kids in the class which would allow for classes to move at paces that make more sense for all kids. The practice of mixing such wildly divergent ability levels is problematic for the kids who are on grade level and ahead of grade level. The Teachers focus their attention on the kids who are behind or struggling, which makes sense. But the kids who can move more quickly or need to be challenged end up doing more independent work and don't receive the instruction that they could benefit from.

But I don't have a problem with moving to a phonics based LA program or the fact that my 5th grader is finally doing word studies and learning how to spell properly and the like. It is a long time coming.

The metaphorical cycle begins with an idea touted as the panacea to literacy problems, better by far than the status quo. Teachers and parents crave results; publishers jump to produce materials. Whirlwind adoption and spirited implementation ensue, but often with inadequate evaluation, trials, or instructional training (Robinson, Baker, & Clegg, 1998). Inevitable disillusionment follows, given the oversell needed for investiture

At the turn of the century, McGuffy readers swung back to skills and drills. “Dick and Jane” books with repetitive “look-say” sight vocabulary said, “See, Dick, see the swing” (Wren, 2000). In 1955, Rudolf Flesch wrote “Why Johnny Can’t Read,” which called look-say a method of animal training, and appealed for phonics (Hempenstall, 1997). In the 80’s, educators rebelled against contrived phonics work sheets and drills, riding the pendulum back

https://www2.rivier.edu/journal/ROAJ-Spring-2009/J257-Nichols.pdf

This is happened before, it will turn again. Money and politics rule education also.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Why is FCPS teaching kids who can already read dyslexia techniques?

Phonics is NOT just for dyslexia. It is how you actually teach kids to read. It is also how kids learn spelling rules.

This is what I don’t get. Everyone has been clamoring for spelling and now are kids are getting spelling instruction and people are upset?