Why Students with Dyslexia Are Getting Lost in the Science of Reading Debate

The conversation around dyslexia and the ongoing Science of Reading (SOR) debate remains as critical as ever. SOR has shed much light on effective literacy instruction, particularly benefiting children with dyslexia. Yet, many students, especially those at risk, continue to get lost in the shuffle. Despite all the progress, there are significant concerns that we need to address to ensure dyslexic students are not left behind in this evolving educational landscape.

Here are Five Key Points of Concern for Students with Dyslexia in the SOR Debates:

1. Early Screening and Identification

One of the most celebrated advancements in reading education is the implementation of early screening and identification programs. We know early intervention is essential, and many states have adopted mandatory screenings, which is a step in the right direction. However, the real issue lies in what happens after those screenings.

Screening alone is meaningless without a clear roadmap for intervention. Identifying at-risk students is only the first step. Schools must also implement immediate, appropriate interventions, rather than placing students in a holding pattern of minimal progress. 

Unfortunately, we still see delays in testing and intervention, which only prolongs the difficulties for dyslexic students. The process must be streamlined to include timely evaluations, progress monitoring, and tailored instructional strategies to meet each child’s unique needs.

2. Dyslexic Students Need Intensity and Pacing Adjustments

Dyslexia is a neurobiological condition that affects how the brain processes language. This means that dyslexic students often need more intensive and targeted instruction than their neurotypical peers. 

Structured literacy programs have proven to be incredibly effective in supporting these students, and much of the research that underpins the science of reading comes from dyslexia studies. However, for dyslexic students, intensity matters. 

These students may require more repetitions, slower pacing, and specific retrieval practices built into their instruction. We must avoid situations where students are placed in general interventions that don't address their unique needs. What we don’t want is a “pause” where dyslexic students are held back by ineffective interventions, wasting precious time without making substantial gains.

3. Avoiding a Narrow, Skill-Based Focus

Another concern is the over-reliance on skill-based interventions, where students are grouped according to a singular skill (like fluency) and receive instruction only in that area. For students with dyslexia, this approach can be insufficient and lead to “Swiss cheese” learning or large gaps in their foundational knowledge.

Dyslexia impacts more than just reading fluency. A comprehensive approach to instruction is essential. If we focus too narrowly on one skill, we risk leaving other critical areas, like phonemic awareness or writing, underdeveloped. Comprehensive, language-focused instruction is the key to long-term success for dyslexic students.

4. Using the Term “Dyslexia” Matters

One of the ongoing debates in education is whether to use the term “dyslexia” when discussing reading challenges. In the United States, dyslexia falls under the broader category of specific learning disabilities (SLD) within the area of basic reading skills. However, there is often confusion about whether or not to use the actual term "dyslexia" in Individualized Education Program (IEP) or 504 Plan meetings.

The short answer is: yes, we should use the term “dyslexia.” 

By naming it, we can better understand and address the specific challenges that dyslexic students face. Using the term allows for more accurate diagnosis, targeted intervention, and individualized support. Moreover, it helps students and families understand that the struggles are not due to a lack of intelligence or effort, but rather a unique way their brain processes language.

Furthermore, naming dyslexia empowers students. When they understand their diagnosis, they can better advocate for their needs both in school and in life. Self-advocacy is a critical skill that dyslexic students will need as they progress through school and into adulthood.

5. Professional Development for Teachers on Dyslexia

The final point is perhaps the most important: teacher training. As the science of reading movement grows, it’s crucial that teachers receive proper training in identifying and supporting students with dyslexia. Many educators are not fully aware of the red flags or the specific interventions needed to help dyslexic students thrive.

This training needs to go beyond basic literacy instruction. Teachers should be equipped with the knowledge of what works specifically for dyslexic students. From understanding phonological deficits to recognizing rapid naming challenges, teachers need to be prepared to offer the appropriate level of intensity and frequency in interventions for dyslexic students.

Keeping Dyslexic Students at the Forefront of the Conversation

The science of reading has brought a great deal of progress, but we cannot allow our dyslexic students to fall through the cracks. Let’s keep the needs of dyslexic students at the forefront as we continue to refine our approaches to literacy instruction in the years to come. Only then can we ensure that every student gets the support they need to succeed.

For the full discussion, check out our latest episode of the Together in Literacy podcast. If you like what you hear, don’t forget to rate, leave a positive review, and subscribe!

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