On May 3rd, PC READS awarded Julie Hastings with our 2019 Elevating Literacy Award. This award was started as a way to recognize someone who has embraced the PC READS mission and is making a difference in our community. It honors an individual who has made a significant contribution towards improving the lives of students with reading disabilities, including dyslexia.
News & Articles
This article appeared in the Park Record 2018 Park City Parent Back to School Special Edition. Elissa Aten, PC READS President, submitted it on behalf of PC READS.
This is an excellent conference for educators, as well as for parents!
Plan ahead for 2019, when the Conference is scheduled to be in Portland, Oregon!
This annual reading conference is hosted by the Rocky Mountain Branch of the IDA. Make a road trip to Vail and enjoy!
An excellent, local opportunity for professional development!
PC READS is proud to be sponsoring Dean Bragonier’s visit to Utah in October! He’ll be speaking at the Wasatch Reading Summit as well as at a community event in Park City on Monday, October 1st.
Does your dyslexic child love to run? Check out this story about a Portland runner who was diagnosed with dyslexia at the age of five. Now, he sits on the board of the Oregon chapter of the IDA and is raising funds to help ensure that every child diagnosed with dyslexia receives the support needed to succeed. Thank you, Jared Blank!
This article, written by Kyle Redford, has something for everyone with an eye towards ensuring that your child has a summer balanced with fun and learning. It’s worth printing out to read each year!
Diana King’s life-long passion for teaching dyslexic students and advocating on their behalf will be forever remembered, appreciated & celebrated. Personally, I will always fondly remember the brief walk, arm-in-arm, I took with her at an IDA Convention to help her return to her room late in the evening. I knew it was an honor at the time to be chatting with her and feel incredibly fortunate to have been in her presence. – Elissa Aten, PC READS President & Co-Founder
Thank you to Carolyn Webber at the Park Record for this excellent article about our upcoming event! Please register to reserve your free seat and join us on Saturday for this special opportunity to learn more about dyslexia & the English language from the Dyslexia Training Institute. #elevatingliteracy
Published in the Journal of Childhood & Developmental Disorders in 2016, this is an excellent research paper explaining how teachers have not been taught the science of reading in pre-service classes. When introduced to this information, teachers are often frustrated that it was not part of their formal education. Changes to teacher preparation are necessary.
EXCERPT: Approximately 20% of our nation’s students are experiencing reading difficulties and the percentage of fourth-grade students who are reading below Basic and Proficient (33% and 58%, respectively) has not appreciably changed since 1992. Fortunately, there is a solution. First and foremost the history of ignorance, resistance and complacency needs to be exposed. Secondly, there is a scientific literature that prescribes how to improve reading abilities in young students. The solution involves providing pre-service teachers with the knowledge that will assist them to provide their students, particularly struggling readers, the types of assessment and interventions that will lead to improved reading skills.
Wonderful news! Early identification of struggling readers, followed by effective intervention, is a key to improving literacy rates in our nation.
EXCERPT: The initiative also hopes to shift the conversation about poor literacy away from third-grade reading scores toward younger students. Officials believe early intervention can have the most profound effect on turning students into proficient readers. “If we wait until the third grade, that is too late. . . . You missed a huge opportunity to help them before then,” said Elizabeth City, executive director of Reach Every Reader and a senior lecturer at the Harvard Graduate School of Education.
Does homework time stress out your family? There’s some great advice in this article, as we focus this month on “Building Healthy Minds.” Wishing all happiness this Valentine’s Day!
Understanding dyslexia makes many people more understanding and less judgmental about spelling and grammar errors. This short article by Susan Barton is excellent and right on point!
If you haven’t checked out understood.org yet, here is a sample of what you can find. It’s an excellent resource!
We’ve all heard that IEP goals should be “SMART” and this article from Understood explains that a key to keeping New Year’s Resolutions is to make them “SMART,” too. Happy New Year!
Many, if not most, dyslexic students utter the words “I am stupid” and experience high test anxiety at some point during their school years. This 6-minute film artistically captures their daily struggle and will likely bring many parents to tears.
News out of South Dakota: “The department’s Office of Civil Rights is looking at whether the district failed to identify students who have dyslexia or other disabilities.”
This Q&A, issued by the US Department of Education on December 7, 2017, is an important document to read and understand if your child is on an IEP. We suggest printing a copy and adding it to your student’s binder. We will also put a link on our website to it for future reference.
A few key points:
With the decision in Endrew, F., the Court clarified that for all students, including those performing at grade level and those unable to perform at grade level, a school must offer an IEP that is “reasonably calculated to enable a child to make progress appropriate in light of the child’s circumstances.” This standard is different from, and more demanding than, the “merely more than de minimis” test applied by the Tenth Circuit. As the Court stated, “[t]he goals may differ, but every child should have the chance to meet challenging objectives.”
What does “reasonably calculated” mean?
The “reasonably calculated” standard recognizes that developing an appropriate IEP requires a prospective judgment by the IEP Team. Generally, this means that school personnel will make decisions that are informed by their own expertise, the progress of the child, the child’s potential for growth, and the views of the child’s parents. IEP Team members should consider how special education and related services, if any, have been provided to the child in the past, including the effectiveness of specific instructional strategies and supports and services with the student.
What actions should IEP Teams take if a child is not making progress at the level the IEP Team expected?
If a child is not making progress at the level the IEP Team expected, despite receiving all the services and supports identified in the IEP, the IEP Team must meet to review and revise the IEP if necessary, to ensure the child is receiving appropriate interventions, special education and related services and supplementary aids and services, and to ensure the IEP’s goals are individualized and ambitious.
If you missed this NPR report on the 1A Show earlier this week, you can listen to it here. This is a follow-up to the recent investigation by American Public Media (APM) revealing that “across the country, public schools are denying children proper treatment and often failing to identify them with dyslexia in the first place.”
“The APM findings also show that the way schools handle recognizing and educating students with dyslexia could have implications for how all children are taught to read. We look at how one special needs population affects early childhood education and literacy rates across the board.”
Excellent article including personal stories, history of the “reading wars” and reasons that changes to teacher training are needed. Links to the related podcasts are included.
“In 1997, Congress called for a National Reading Panel to determine how best to teach reading. It reviewed more than 100,000 studies and in 2000, the panel published a 449-page report that was a crushing blow to the whole language movement. There was no evidence to show whole language worked and lots of evidence that teaching children the relationship among sounds, letters and spelling patterns improves reading achievement.
This is for all kids, not just those with dyslexia.”
PC READS promotes structured literacy in all classrooms, along with early screening and intervention that is effective for dyslexia. This article is a good summary of expert advice and what some other school districts are doing to support struggling readers.
“If we use a wait-to-fail model and we don’t flag students until third grade, they’re already three years behind,” Zecher says.
“In kindergarten, if you do a half-hour a day of intensive instruction, that can have a very beneficial effect,” Moats says. “In first grade, it might be 45 minutes but in second and third grade, it’s more like an hour. Beyond third grade, it’s an hour and a half to two hours.”
“Districts are seeing success from early identification and intervention. Fort Worth ISD in Texas provides intensive help for about 1,400 students in elementary and middle school, says Sara Arispe, associate superintendent for accountability and data quality.
The district is in its second year of offering students two years of structured literacy instruction for one hour per day, five days per week, in groups no larger than six. The district hired 60 teachers last school year and another 60 this year and provided extensive PD.”
Registration is open for DTI’s 2nd Annual Virtaul Conference, taking place April 23, 2018 – May 4, 2018. All 16 workshops will be available to all participants for the duration of the conference.
KEYNOTE: Live on April 23rd at 4:00pm PST (will be recorded)
Dr. Fumiko Hoeft – Cognitive and Socio-Emotional Resilience in Dyslexia: What is the Neuroscience Behind It and How Can We Promote It?
KEYNOTE: Live on on April 30th at 4:00pm PST (will be recorded)
John Rodrigues – TBD
- Jennifer Kasten – How Much Progress is Enough? Understanding FAPE in Light of Andrew F.
- Nancy Cushen White, Ed.D. – Identification of Dyslexia: Clinically and in the Classroom – Using Assessment & Evaluation to Inform Instructional Planning
- Sue Hegland – Building a Strong Foundation in Language and Literacy for Dyslexic Students
- Scott Mills – Cognates Through a Pedagogical Lens
- Douglas Harper – An Introduction to Etymonline
- Regina Richards, M.A., BCET – Reversing Students’ Reluctance to Write – Is It Dysgraphia?
- Daniel Ansari, Ph.D. – Building Blocks of Mathematical Abilities: Evidence From Brain and Behavior
- Peter Bowers, Ph.D. – Structured Word Inquiry (SWI): Understanding What is SWI and is Not — And Where It Fits In the Research
- Jennifer Peterich, Ph.D. – Using ASL Signs to Support Literacy Instruction of LD Students
- Tracy Block-Zaretsky – The Journeys Words Take Us On
- Terri Noland – Build a Foundational Belief System for the Social and Emotional Success for Students with Dyslexia
- Kelli Sandman-Hurley, Ed.D. – What is the Difference Between Orton-Gillingham (OG) and Structured Word Inquiry (SWI)
- Helen Brandon – Breaking the Code: Unlocking Multi-Syllabic Words for Struggling Readers
- Spencer Wetter, Ph.D. – Methods of Assessing for the Causes of Reading and Writing Deficits
- Jackie Hersh – Using Assistive Technology in the Classroom
PC READS’ President, Elissa Aten, shares her thoughts during Dyslexia Awareness Month.
PC READS and The Hall Family Foundation are hosting Barbara Wilson in Park City! While here, she will meet with teachers, parents and provide a community presentation on “Navigating Reading Success.”
EXCERPT FROM ARTICLE: One in five students has a language-based learning disability, and the most common, by far, is dyslexia, Aten said. Those who attend the event will learn about the reading program teachers in Park City schools have adopted, which helps all students learn to read with multi-sensory methods, especially those suffering with dyslexia. The plan is to eventually include all third-graders as well – it is currently being taught to third-graders at McPolin – and to feature a structured support system for dyslexic students who need extra assistance.
PC READS is proud to be collaborating with the Park City School District, the Park City Education Foundation and The Hall Family Fund on a Dyslexia Initiative which includes implementing Wilson Fundations in our elementary schools. What a wonderful example of a public/private partnership to benefit our students!
“Reading is an essential life skill that is not always easy to learn. The Park City School District recognized that, and with help from the local nonprofit PC READS and donors, it began a new reading program for teachers to help all students learning to read.”
Dyslexia is the most common learning disability. This article by PC READS provides an excellent overview for parents and educators. It was originally published in the Park Record’s 2016 “Park City Parent – Back to School” edition.
October is Dyslexia Awareness Month and Reading Horizons is hosting a FREE Online Dyslexia Summit on Thursday, October 12, 2017. Excellent information will be delivered! Register to watch on the 12th or receive a link to watch at a later date.
Register today here.