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Texas school districts are setting an example for public schools. They have increased funding, services and support for public school students with dyslexia. Schools are hiring dyslexia teachers and diagnosticians, including those who can identify Spanish-speaking students with dyslexia. Some students receive three or four 45-minute sessions each week with dyslexia specialists.

The Star-Telegram reports, “Under new Superintendent Kent Scribner, the Fort Worth district has made reading a top priority and views better identifying students with dyslexia as part of addressing a larger problem.”

“Scribner has said that only 30 percent of Fort Worth’s third-graders are reading at grade level and that his goal is to increase that number to 100 percent by 2025.”

Texas is a leader in dyslexia awareness with laws that require schools to identify and treat students with dyslexia. The state crafted The Dyslexia Handbook that outlines procedures for identifying students and providing dyslexia-related services.

Read the article by Diane Smith here: http://www.star-telegram.com/news/local/education/article96805687.html

The City Schools of Decatur (aka CSD) recently invited parents and teachers to speak about their experiences with dyslexia in Decatur schools. With an overflow crowd of more than 100, the school board and superintendent heard from more than 30 parents whose kids have struggled with reading, and they heard from a few students and teachers as well. Many parents talked about having to hire private tutors or send their kids to special schools. When describing how their kids finally learned to read, parents mentioned the term “Orton-Gillingham” many, many times.

An article on CNN.com highlights the story of Kevin O’Leary, star of the show “Shark Tank.” He recalls how he overcame dyslexia and became a successful entrepreneur. O’Leary began to struggle with reading at age six. “I wasn’t learning how to read along with the other kids, and it became a source of incredible frustration for my mother and my teachers. It was horrifying to be singled out in class. That white-hot shame of feeling slow left me paralyzed. I was always good with numbers, but the ability to read rows of letters and to turn them into words, completely eluded me.”

Advocating for your child is an important part of the dyslexia journey. Your knowledge can help educate and raise awareness among the people people who support your child and in your community. There’s a new book to help you learn the ropes: Dyslexia Advocate! How to Advocate for a Child with Dyslexia Within the Public Education System by Dr. Kelli Sandman-Hurley, co-founder of Dyslexia Training Institute.

“Dyslexia Advocate is a go-to manual for anyone striving to help children with dyslexia learn and succeed.” This quote comes from an article on the Learning Ally web site.

Want to make the most out of summer for a child with dyslexia? Check out some great ideas from the Yale Center for Dyslexia and Creativity on the Summer Fun page of their web site.

Summer is a good time for a stressed child to relax and have fun, but it’s also important to reinforce what was learned during the school year. This article spells out ways to balance fun and learning by exploring hobbies, field trips, audio books, summer camps, remedial programs and more. Fun learning can.even give kids a leg up before school starts again in the fall.

Read the article

Many of you parents and teachers will relate to this touching article written by the mom of a young adult with dyslexia and ADHD. “The Moment I Felt Prouder Than Ever of My Son With Dyslexia and ADHD” by blogger Suzanne Lang, published on the Understood web site.

“I hung up the phone and felt a wave of pride wash over me. I’d been speaking to my son, who’s 19 and has dyslexia and ADHD. He’s worked hard to overcome the challenges that were painful for him as a child, and I’ve always been proud of him.

But what I heard on the phone blew me away.”

Read the article on Understood.org

Are new teachers adequately prepared to teach reading? Check out an article by Fabiola Cineas in Notebook, a publication by the Philadelphia Public School system.

The article includes conflicting opinions from future teachers and administrators from Temple University about whether or not teacher training is sufficient. It touches on teacher education, the science of reading, and the bleak outlook for kids who haven’t become proficient readers by 4th grade. It also features comments from Nancy Scharff, an early literacy expert with READ! By 4th coalition in Philadelphia.

Read the article: http://thenotebook.org/articles/2016/05/17/are-education-grads-ready-to-teach-early-literacy

This very short video shows Jenni modeling dictation for a group of teachers participating in Orton-Gillingham training through REAP. The video gives a small glimpse at what Orton-Gillingham really looks like.

Software developer Victor Widdell has created a simulation that attempts to show how reading is so difficult for people with dyslexia. His simulation is based on the experience of a friend who says that the letters jump around when she tries to read.