Dyslexia Resolution Submitted

WASHINGTON –  Congressmen Bill Cassidy, M.D., the Co-Chair of the House Dyslexia Caucus, submitted a resolution H.RES.456 calling for the House to acknowledge the impact of dyslexia and urge schools and educational agencies to address its impact on students. Dr. Cassidy released the following statement:

 

“Dyslexia affects millions of Americans, including many students. We know that many with dyslexia are among our brightest and most successful. If dyslexia is identified in elementary school and the appropriate resources are given to these children, America can produce more teachers, more scientists and more entrepreneurs. This resolution pushes schools and educational agencies to address this challenge and provide evidence-based solutions for dyslexic students.”

Please click Cassidy House Dyslexia Resolution January 10 2014 to read the pdf version of the resolution H.RES.456.

Please contact your  Representative and ask him/her to support the Dyslexia Resolution that Congressman Cassidy introduced in the House today and to join the Bipartisan Congressional Dyslexia Caucus.

Hopefully this will be the impetus for eventually enacting national dyslexia legislation.

DDMO Educational Events

We have events to help. Decoding Dyslexia-MO hosts events across the State. If you have questions about why your child struggles to read or if you need help understanding your child’s evaluation, check our list of upcoming events.

St. Louis, MO
March 24, 2019, from 2 pm – 3:30 pm
Dyslexia Resource Fair
Des Peres Lodge
1050 Des Peres Road, Des Peres, MO 63131
Free tickets available on our Decoding Dyslexia MO Facebook Page
Sponsored by Lindamood Bell Learning Processes®
Please join DDMO to learn more about resources for children with dyslexia and other language-based learning disabilities in the St. Louis Area. Vendors at this event may include schools, tutoring centers, reading specialists, speech and language pathologists, and assessment centers.

Cape Girardeau, MO
April 8, 2019, 6 pm – 7:30 pm
Understanding The IEP Process/IEPs and Students with Dyslexia
Location:  SEMO Alliance for Disability Independence (SADI)
755, Cape Girardeau, Missouri 63703
Please join us to learn more about the IEP process and how to ensure your child with dyslexia will receive the goals they need to succeed in a special education environment. We hope you can make it!

St Louis, MO
Friday, May 3, 2019, at 9:00 am – 3:30 pm
Conference:  How to Improve Word-Level Reading in Students with Dyslexia
Featuring David Kilpatrick
Location:  Holiday Inn Conference Center Cadillac Ballroom 10709 Watson Road St. Louis, MO 63127
Hosted by:  DDMO and MPACT (Missouri Parents ACT)
Tickets available here 
The presentation will focus on how children learn to read words and why some children struggle. Understanding the nature of word-level reading development and word-level reading problems will guide both assessment and intervention. Studies consistently show that the most commonly used intervention approaches provide limited benefits for weak readers. However, other studies have shown that some approaches can yield very large reading gains for such students. Once we understand how reading works and why some students struggle, the reasons for this pattern of intervention findings become clear. The focus is on establishing the best instructional and intervention practices. We hope you can make it!

 

Teacher Training

What percentage of teachers has been trained on dyslexia, its warning signs, and accommodation strategies that can help students with dyslexia?

Through no fault of their own, teachers (including general education teachers, reading specialists and special education teachers) often receive no training on dyslexia. It can be frustrating to be teaching without the necessary tools. Let’s help get our teachers the education and tools they need to help all students learn to read.

One in Five

As many as 1 in 5 students may have some degree of dyslexia. Check out Learning Ally’s 1in5 initiative.

Dyslexia is characterized by an unexpected difficulty in reading in children and adults who otherwise possess the intelligence, motivation, and schooling considered necessary for accurate and fluent reading (Shaywitz 1998). It represents one of the most common problems affecting children and adults with prevalence rates ranging from 5 to 17.5% (Shaywitz 1998). Such data have led “the National Institute of Child Health and Human Development (NICHD) within the National Institutes of Health (NIH) [to] consider reading failure to reflect not only an educational problem, but a significant public health problem as well” (Lyon 1998).