DYSLEXIA

The International Dyslexia Association's definition of dyslexia (taken from: http://www.interdys. org/ewebeditpro5/upload/Definition.pdf on 7/29/11) is as follows:

“Dyslexia is a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede the growth of vocabulary and background knowledge.  [Adopted by the Board of Directors:  November 12, 2002]”

Over the past several years there has been a well-organized effort to raise public awareness regarding students who have difficulty learning to read, write, and spell.  The degree to which this has been emphasized in Kansas is evidenced by Dyslexia-Kansas and Dyslexia & LD Center – Wichita being in the top 5 most frequently visited web pages when doing a search for “dyslexia” in Yahoo or Google respectively.  What has not received equal attention is that long before the media campaign started most school districts in Kansas had carefully researched and adopted sound methods for providing instruction to these students.  The rising test scores in reading demonstrate that the initial strategies have been very effective.  

However, because Kansas educators have an admirable work ethic, and consider the implementation of research validated strategies to improve student outcomes to be business as usual, we have not done a good job of promoting our successes and informing the public about the significant investment in training and resources that has occurred to ensure that all students learn to read (even those with “dyslexia”).  

To help correct this, the KASEA Research/Professional Development Committee has been commissioned to do the following:

1. Prepare responses to the questions and concerns of the parents and advocacy organizations to help educators communicate clearly, consistently, and confidently to clear up misconceptions statewide.  After all, instilling parent confidence in educational practices is an important component of student success.  
2. Make sure that all educators know that the syndrome of symptoms associated with dyslexia are legitimate barriers to learning to read, write, and spell, and that some of those students may have a need for specially designed instruction.
3. Clarify the current practices statewide including the procedures for identification of reading problems and the tiered interventions used in response.
4. Work in concert with the legislative committee to stay attuned to emerging regulations so that responses to legislators can be prepared as needed.    

The KASEA Regions can help by:

1. Each KASEA region will select a reading representative to participate on this committee.  The name and contact information of that individual will be provided to Doug Anderson (danderson@usd260.com) by September 16, 2011.
2. Check the KASEA website for updates and links to dyslexia information.
3. To provide a unified front equal to the dyslexia advocacy organizations KASEA regions must be willing to share information and recognize the core common elements in conflicting reading methods currently employed.  Although healthy educational debates can and should occur behind closed doors, public comments must be consistent and supportive of current practices statewide.