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   Background on Reading in DC:

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• In 2019, only 30% of DC 4th grade students were reading at or above a proficient level. 

• In 2019, only 5% of DC special education students were proficient on the PARCC exam 

• Research indicates 85-90% of students with disabilities can perform at grade level when given appropriate support

• Research shows intensive reading intervention in K/1st Grade is most effective, but OSSE data show that DC students are largely identified as having a specific learning disability often many years later

• DCPS started a Dyslexia task force in January, 2020 

• 1,483 DCPS teachers attended a one-hour “Science of Reading” Professional Development (PD) event in June, 2020

• 599 DCPS teachers attended a three-hour dyslexia PD in June

• While DCPS has science-based reading programs such as Wilson Fundations and Heggerty Phonemic Awareness, not all schools use them for initial instruction, and not all teachers have extensive training in them. Some DCPS schools use programs based on “cueing” or guessing techniques such as Reading Recovery

• Most teacher education programs provide little, if any, training on identifying and supporting students with dyslexia

• While schools may use screeners like DIBELS, many teachers have not received adequate training on data interpretation and how scores can be used to guide decision-making regarding teaching struggling readers

• Although many teachers have had little or no training in the nature and manifestations of dyslexia, dyslexia is not rare and represents 80-90 percent of all those with learning disabilities

• Children with dyslexia who are not identified or remediated have higher rates of dropout, unemployment, anxiety, and depression

• A study estimates that approximately  percent of prison inmates have dyslexia.

• October is Dyslexia Awareness Month

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Decoding Dyslexia DC Statement Regarding Dyslexia and Reading Difficulties in the Black Community

• Because Decoding Dyslexia DC believes the right to read is one of the most important civil rights issues of our time.

• Because Black students with dyslexia and reading difficulties are disproportionately unidentified or misidentified.

• Because Black students are consistently given little to no access to appropriate structured literacy approaches by schools.

• Because, false narratives about Black parents such as lack of involvement, care, or concern are perpetuated, and delay, interfere, and block access to appropriate reading instruction for Black students.

• Because, Black students not only have to overcome the effects of dyslexia and other reading difficulties but also all forms of racism, including implicit bias, educational bias, institutional bias, and systematic bias. 

We pledge to authentically support, raise awareness of, advocate on behalf of, and hold accountable the systems that overlook the needs of Black students.

We pledge to be conscious and intentional in our messaging, campaigns, imagery, advocacy, support, and partnerships to ensure that Black students and families are represented.

We understand the growth and change we need to make, and we stand
in solidarity with Black Lives Matter.

-Adapted from: Decoding Dyslexia BLM Workgroup Statement (6-14-20)

See these informative videos from past meetings

Jamie Martin, Assistive Technology (AT) Specialist at the New England Assistive Technology Center in Hartford, CT, discusses different types of technology helpful for struggling readers
Watch the video HERE

Frances Shefter, Esq., discusses how to secure an effective
IEP for your child.

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