Module 2: Crossing the Chasm
Module 2: Crossing the Chasm
Explaining an Odd Dilemma in Dyslexia in the US
Explaining an Odd Dilemma in Dyslexia in the US
Chasm between research and reading
There’s a chasm in dyslexia between research and reading instruction
There are few things more important in a person’s life than learning how to read. And yet one of the oddest dilemmas we have in many countries in the world is that we are not providing proper training in our university programs and professional development for our teachers.
US as an example
The United States as an Example
According to the National Council on Teacher Quality Teacher Prep Review (NCTQ) some of the top findings in 2020 are: Of the number of lower school programs teaching reading instruction to their aspiring teachers, approximately 50% of traditional programs were given an A or B grade. In 2013, only 35% earned an A or B grade.
What the research says
What the Research Says
So in spite of the accumulation of over 40 years of evidence-based reading research, only 50% of our teachers are being taught how children learn to read.
Teacher Prep Programs
Teacher Preparation Programs
The type of teacher preparation program also matters in the US. Undergraduate programs are nearly twice as likely to teach evidence-based instructional methods as graduate programs and four times more likely as what the NCTQ called the non-traditional “alternative certification” programs.
Traditional Program Coverage Chart
History of Political Infighting and Arrogrance
A History of Political Infighting and Arrogrance
“For the greatest enemy of truth is very often not the lie—deliberate, contrived and dishonest—but the myth—persistent, persuasive, and unrealistic. Too often we hold fast to the clichés of our forebears. We subject all facts to a prefabricated set of interpretations. We enjoy the comfort of opinion without the discomfort of thought.”
Kennedy JF (1962) Commencement address at Yale University
Another reason that university programs and professional development for teachers stems a more insidious, protracted battle between the leadership of education programs and the researchers who conduct the “science of reading.”
Lost in Translation
Lost in Translation
In spite of over 40 years of amassing a database of the science of reading, researchers have not been successful enough in translating or migrating their research into university education programs at either the undergraduate or graduate level.
Ignoring the research
Ignoring the Research
Many, if not most, education faculty and leadership essentially ignore and reject the science. For the longest time, there was no one to hold the education leadership accountable for refusing to accept what the research is clearly saying and then make the changes necessary to improve our teacher training.
What’s the impact
What’s the impact?
The results of that political dynamic have been horrific. As you have seen earlier in this episode, only half of teachers in training in the US receive the support they need regarding how a child learns to read. The recent data from the NCTQ reveals that approximately 60% of students at the grade four level are below proficiency in reading.
Proper training
Proper Training
That dynamic is slowly changing. With the access of the internet, social media and online learning systems have provided clear ways in which we can cross the chasm and give our educators and clinicians proper training.
Online communities
Online Communities
Equally important, social media has given us the platform for parents to organize their own online communities to share information, provide support and organize in ways to hold the educational administers at all levels accountable for improving our childrens’ plight.
Work in progress
Work in Progress
While we know more about dyslexia than any other learning issue, our understanding continues to evolve. As a consequence, we can continue to refine best practices in early intervention and early screening, creating increasing more effective approaches to teaching reading in both general education and special education throughout the world. And we can continuously improve our efforts to provide the resources and support for not only everyone in the educational world but for parents as well.
By the numbers
By the Numbers
Approximately 13-14% of students in the US have a handicapping condition that qualifies them for special education.Half of those students are classified as LDOf that 6 or 7%, 80% of the LD (Learning Disabilities) group have difficulty with language-based processing problems.
However…
However…
20% of the populations suffers
Research indicates that up to 20% of the population suffer to some degree with dyslexia many of whom will NOT qualify for special education…but they will struggle with academics and will benefit from early identification and instruction that is intensive, systematic and explicit.
Supporting the foundational skills through early intervention and intensive instruction will ultimately improve comprehension in the regular classroom.
Supporting the foundational skills through early intervention and intensive instruction will ultimately improve comprehension in the regular classroom.
Crossing the Chasm with our Teachers
Crossing the Chasm With Our Teachers
Proper educator support and training during and after formal education
Crossing the Chasm with our Students
Crossing the Chasm With Our Students
Early intervention through universal screening
Crossing the Chasm with our Students 2
Crossing the Chasm With Our Students
Effective reading programs in general education classroom
Crossing the Chasm with our Students 3
Crossing the Chasm With Our Students
Follow up and refinement of best practices
What’s Up with India and Dyslexia?
What’s Up with India and Dyslexia?
Dyslexia in India: What’s the Deeper Story? 1
Dyslexia in India: What’s the Deeper Story?
For more detailed information, let’s take a look at the white paper regarding Learning Disabilities from the Rehabilitation Council of India (RCI) (http://www.rehabcouncil.nic.in/writereaddata/ld.pdf)
The RCI white paper contains 50 pages of discussion about LD in India and is highly recommended as a resource article for this and other modules in our dyslexia training program.
The RCI white paper contains 50 pages of discussion about LD in India and is highly recommended as a resource article for this and other modules in our dyslexia training program.
Dyslexia in India: What’s the Deeper Story? 2
Dyslexia in India: What’s the Deeper Story?
The RCI and why students are underdiagnosed for learning differences:
*Lack of exposure to a formal school therefore no awareness or concept of learning differences
*Environmental, cultural and economic disadvantages
*Large number of immigrant populations
*“Crossing of the Chasm” failures:
-Considered a “prerogative” of large cities only
-Argument regarding the impact and exposure of English as a second language “masking” true language-based learning issues
-Lack of awareness that dyslexia is a language-based learning issue
-Most research is conducted by NGOs and there is poor communication with people in the education field
*Lack of exposure to a formal school therefore no awareness or concept of learning differences
*Environmental, cultural and economic disadvantages
*Large number of immigrant populations
*“Crossing of the Chasm” failures:
-Considered a “prerogative” of large cities only
-Argument regarding the impact and exposure of English as a second language “masking” true language-based learning issues
-Lack of awareness that dyslexia is a language-based learning issue
-Most research is conducted by NGOs and there is poor communication with people in the education field
Dyslexia in India: What’s the Deeper Story? 3
Dyslexia in India: What’s the Deeper Story?
Other key chapters in the RCI white paper include:
*Chapter 3: Early identification and Assessment Procedures
*Chapter 4: Prevention and Intervention
For the past few decades, India has been moving towards legislation and regulations that promotes inclusiveness for LD populations as well improving awareness and research.
Nonetheless, recent data from the Census of India (http://censusindia.gov.in/) revealed that 89% of kids with learning disabilities are enrolled in primary school, while only 8.5% actually go to secondary school, and finally, only 2.3% of the special needs children reach higher secondary.
*Chapter 3: Early identification and Assessment Procedures
*Chapter 4: Prevention and Intervention
For the past few decades, India has been moving towards legislation and regulations that promotes inclusiveness for LD populations as well improving awareness and research.
Nonetheless, recent data from the Census of India (http://censusindia.gov.in/) revealed that 89% of kids with learning disabilities are enrolled in primary school, while only 8.5% actually go to secondary school, and finally, only 2.3% of the special needs children reach higher secondary.
Dyslexia in India: What’s the Deeper Story? 4
Dyslexia in India: What’s the Deeper Story?
Not surprisingly, the RCI strongly recommended the following “urgent” goals:
1. A National Policy for Learning Disabilities.
2. Professionals and personnel specifically trained in the field of LD (psychologists and teachers).
3. Creating awareness.
4. Introducing genuine language development and phonics as a mandatory part of pre- and primary education.
5. Developing non-stigmatizing processes to help children with LD.
6. Offering choice of subjects as well as appropriate accommodations at secondary school/board level.
7. Research focused on interventions and dynamic assessment tools.
1. A National Policy for Learning Disabilities.
2. Professionals and personnel specifically trained in the field of LD (psychologists and teachers).
3. Creating awareness.
4. Introducing genuine language development and phonics as a mandatory part of pre- and primary education.
5. Developing non-stigmatizing processes to help children with LD.
6. Offering choice of subjects as well as appropriate accommodations at secondary school/board level.
7. Research focused on interventions and dynamic assessment tools.
By the numbers
As you can see, there are many significant challenges to overcome if the traditional approach to identifying and treating learning differences is the only approach that educators and parents are trying to implement.
In Closing
In Closing…
Ready to move forward?
Are you ready to continue your learning in the Dyslexia Training Program?
In Dyslexia Training Module 3: What to Look For: Dyslexia at Different Ages – This module is perfect for parents, educators, and learning specialists to learn how to recognize the signs of dyslexia and how dyslexia manifests differently at different ages. Discover key signs across various groups including: early childhood, second grade and beyond and into adulthood.
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