Testimony for Public Hearing on B23-0150. “Dyslexia and Other Reading Disabilities Screening and Prevention Pilot Program Act of 2019.” October 21, 2019
As a speech-language pathologist, I have been working for over 30 years with dyslexic students in my private practice. I am a voice from the trenches.
I know these children, their families, and their struggles. I know, too, their motivation, hard work, and success. I know that appropriate treatment can change the course of these lives, because I see it first hand. Treatment for dyslexia works. I have seen it in my clinic every day. It’s time to see it in our schools as well.
Here’s the good news: dyslexia can be prevented or mitigated with early identification and appropriate intervention. And there is even better news. Any approach that teaches dyslexic students to read will also teach typical children to read.
The science on reading has been clear for over 30 years. Research has shown what needs to be done. Yet, this science has not informed many teacher training programs. It has not reached the teachers in the classrooms of our schools and it has not reached the students who need it.
We must put aside the old reading wars, named reading approaches , and commercial programs. We need to use the term “dyslexia” to educate families and teachers about its prevalence, its biological nature, and the science that can change its outcome.
It is time for a new model. DC needs a highly qualified cohort of instructors, with evidence-based approaches, and a service model that includes early identification and intense treatment protocols to ensure the success of DC’s dyslexic population.
Failure to do anything less incurs tremendous costs. Undiagnosed and untreated, dyslexia breeds a cascade of ill effects including mental health issues of low self esteem and anxiety, academic struggles, and underemployment. It is an unnecessary waste of human potential. These are a social justice issues, and public health issues in our community. It is unethical and illegal to ignore this population.
This reminds me of a cartoon. There is a custodian shoveling snow from the steps of a school. A lone student in a wheelchair asks him if he would shovel the ramp, The custodian replies “all these other kids are waiting to use the stairs. When I get through shoveling them, I will clear the ramp for you.” Wheelchair student replies, “But if you shovel the ramp, we can all get in.
Let’s design and fund the “ramp for dyslexia” that will serve everyone.
