He May be Suffering from “Dysteachia”
by Ellen Hurst
As many as 15 percent to 20 percent of the US school population demonstrates a significant reading disability. But ask the superintendent of one of Atlanta’s school systems and she will tell you and The Atlanta Journal that her system has NO dyslexic children.
The director of special education for another system estimated that only about one in eight of the school district’s disabled students had a reading-based disability. The district will not diagnose dyslexia, and a private diagnosis won’t affect decisions about any special educational support. She stated that children with dyslexia won’t get extra help even if they’re not meeting their own potential. This means that between 15 percent to 20 percent of the children in the each of her classrooms may have some form of reading disability without proper research-based intervention.
The symptoms of reading disabilities may include slow or inaccurate reading, poor spelling, poor writing or difficulty with comprehension. Whether or not these individuals qualify for special educational services is uncertain, but what is certain is that if something is not done in a timely manner, these children are likely to struggle with many aspects of the learning process and most probably turn their backs to the process of reading.
The fundamental and powerful assumptions of our culture regarding literacy are that it is inherently good for the individual, good for the culture, difficult to acquire and should be transmitted in classrooms. If literacy is difficult to acquire, then it becomes necessary to create a multitude of reasons to explain why some read better than others, as well as the cultural imperative to label as inferior those individuals who have poor reading skills. The consequence of believing that literacy is best learned in classrooms enables schools to create a monopoly in which they blindly repeat the same failed instructional practices with the expectation of a different outcome.
A history of learning disabilities (LD) in the United States reveals much about the cultural roles of literacy. Prior to our growing understanding of the exact nature of dyslexia, critics of the diagnosis of dyslexia asserted that it was nothing more than a plausible explanation of why children of privilege and intelligence did not learn to read as expected or a means of securing more time for labeled children on high stakes examinations.
The breakthrough of neuroimaging in children with dyslexia has revealed scientific evidence that individuals with dyslexia have a reduced engagement of the left temporal-parietal cortex for phonological processing of print. This same neuroimaging technique confirms the plasticity of the brain as it responds to effective intervention. Behavioral and brain measures identify infants and young children at risk for dyslexia regardless of social status. There is hope that a combination of targeted teaching practices and cognitive neuroscience measures could prevent dyslexia from occurring in the majority of children who would otherwise develop serious reading difficulties. To fully explore this phenomenon, it is necessary to understand the complexity of dyslexia and unearth the prevailing misconceptions.
The difficulties and concerns of a parent advocating for the child with reading disabilities are already significant. The confusion and misconceptions surrounding the diagnosis and treatment of dyslexia only add to the parental dilemma. Unfortunately, there are charlatans who will take emotional and financial advantage of the desperate parents of the reading disabled. Providers of costly vision therapy require parents to commit to 60 – 90 hours of left to right tracking exercises at $90 – $120 per hour. Trendy movement therapy promises improved balance in the body and the brain.
The neighborhood chiropractor is more than willing to lead the dyslexic child through a series of exercises promised to improve reading performance. Strip mall learning centers often charge high rates for computer based instruction which is monitored by rotating tutors with questionable credentials. The well-meaning but misinformed reading specialist assures the parents that their child’s reading will improve if only they use multicolored overlays on the child’s reading materials.
Estimates of the prevalence of reading disabilities vary widely, ranging from 4 percent to 20 percent of school-aged children. According to these figures, up to 10 million children in the United States have some form of reading disability. Do they all suffer from dyslexia?
Dyslexia
The Dyslexia Institute of America describes three distinct types of dyslexia:
Dyseidetic Dyslexia: A type of dyslexia associated with differential brain functions located in the Angular Gyrus of the left parietal lobe of the brain. A person suffering from this type of dyslexia will have:
- Poor sight-word recognition, contributing to an overall slow and laborious reading experience.
- Irregular words are both sounded out phonetically (laugh = log) and spelled phonetically (ready = rede).
Dysphonetic Dyslexia: A type of dyslexia associated with differential brain functions located in the Wernicke’s Area of the left temporal and parietal lobes of the brain. A person suffering from this type of dyslexia:
- Relies on sight recognition to read, being unable to sound out unknown words.
- During reading, words are either known or not known, and are often substituted or skipped when trouble arises.
- Words are learned by rote memorization, and cannot be spelled by their sound
Dysphoneidetic Dyslexia: A type of dyslexia associated with a combination of differential brain functions in the Angular Gyrus and the Wernicke’s area. A person suffering from this type of dyslexia will have weak visual-motor skills, and is often the most difficult to treat.
For our purposes, a more universal definition of dyslexia is needed. Going forward dyslexia will be characterized as an unexpected difficulty in reading experienced by children and adults who otherwise possess the intelligence and motivation considered necessary for accurate and fluent reading. The term dyslexia will be used as a broad classification that encompasses all types of reading difficulties. Many of the world’s children suffer from dyslexia, yet very little is known about its causes. New research methods are beginning to shed light on this perplexing question.
The correction of this very serious disability is not simple. In order to seriously address the identification and remediation of dyslexic children, we must first demand all public schools identify and treat dyslexia. This presupposes our teachers are graduating from Schools of Education with adequate knowledge of the teaching of reading. Unfortunately, this is not the case. We have created a new population of disabled readers who suffer from “dysteachia”
In order to answer this question – “Why Can’t My Child Read?” – we must delve to the complex reading brain as well as the decades long Reading Wars. This will require the acquisition of the vocabulary of literacy and an understanding of the interaction between memory, attention, and reading. Thus, we begin our journey over the next months to determine why our children can’t read.
Author
Dr. Ellen Burns Hurst, author of Why Can’t My Daughter Read? and Why Can’t My Son Read? She holds a Ph.D. in Language and Literacy and has spent a career focused on cutting edge reading interventions. Dr. Hurst continues to focus on her passion of changing the reading lives of children and adults through research presentations at national and international literacy conferences. She is an experienced reading/intervention specialist in public and private schools.
Currently, she in engaged in her private practice in Atlanta, Georgia. Her past university teaching assignments focused on assessment in the early childhood classroom for undergraduates as well as literacy assessment and linguistic components of literacy at the graduate level. Visit Dr. Hurst’s new global contributions at https://myedexpert.com/vendor/Ehurst/ and learn more at https://whycantmydaughterread.com/
Further Reading
- Sentinel & Enterprise News – Lawmakers pushed to support earlier screening for dyslexia
- Today Online – Children experience more than just educational issues
- CNN – Technology opens new world for brothers with dyslexia
Lynn realizes an important part of her job is to be visible to the parents and students of the district. Whether it’s helping with morning drop off or using social media to keep the community aware, parents need reassurance and transparency from school leadership.
Basically, I touch almost everything in the district. I’ve had the opportunity to really impact teaching and learning, and professional learning. I work diligently with the superintendent and the business manager to refine the budget process; tap into HR issues and challenges we might have there; and work diligently to tell and promote the story about our district.
I’m probably a little more of an extrovert that might be thinking about somebody who is looking at this role, somebody who is willing to walk up and down the aisles and shake people’s hands and say “hello” and introduce themselves when they’re sitting and waiting for a concert or greeting those parents and taking concerns in a bus line
Lynn Fuini-Hetten is the Assistant Superintendent in the 
Science is: boring, hard, worksheets, watching videos, vocabulary, my least favorite subject.
Hey, kids! Today we are going to read Chapter 2.1 and then do the Chapter 2.1 worksheet. Tomorrow we will move onto Chapter 2.2 and then complete the Chapter 2.2 worksheet. Tomorrow, you guessed it, Chapter 2.3 and of course the Chapter 2.3 worksheet. And just to mix it up on Friday we are going to do the Chapter 2 quiz from the back of the book. Go ahead and memorize those highlighted yellow words from the text and don’t actually read the pages in each chapter to fill in those worksheets, just look up answers in the back of the book. If you do all these things, you are bound to get an A+.
44-minute lectures where a writing utensil can’t move fast enough. Students sit with one hand resting on their face and their other hand has black smudges on the side of it because their hand is moving across their paper faster than the ink can dry. Ugh. That’s rough, but I’ve been there and so have you! Conversation is one of the pillars of my class. And it’s not a one- way conversation where I speak to (or at my students). I want engaging dialogue where all students are participating, asking questions, researching responses, respectfully inquiring or disagreeing, and most importantly… thinking!
Triple Beam Balance. Expensive Glassware. Density Cubes. What do these three items have in common? They are all science equipment that is unnecessary because it doesn’t actually enhance the learning experience. I get that fancy science gear can be fun at times, but it also sucks the life right out of the yearly budget. We know that times are tough when it comes to school funds, so why not say no thank you to next year’s allotment of high-powered magnets. Instead, why not do an entire curriculum with practical everyday objects.
Step 1: Put 10 pieces of cereal in each bowl
You see, in my class, I throw all the lab handouts and step-by-step directions out the window. I want my students to have conversation, creativity, and of course that last pillar, collaboration. When we tell students exactly what we want them to do and exactly how we want them to do it, we stifle the entire learning and thinking process. We disregard their ability to engineer and image. There is nothing greater than putting a bunch of supplies on a table, writing a driving question on the board and then declaring to the kiddos, “Go for it!”
RTI’s interventions need to be accompanied with cognitive learner strategies. As example, effective learners know that if they receive learning accommodations, that is not an excuse to stop listening and learning, since they are active participants in the RTI process, regardless of the tiered level of intervention that they receive. Students, who exhibit increased cognitive buy-ins, are continually on a road that hones their skills. Effective learners know how to ask for help and how to interact and collaborate with peers and adults. Students then develop skills to shift gears as educators assist learners to navigate the curriculum.
Time well-allocated and accompanied by a set schedule of responsive intervention is a learner’s friend. The gains achieved are never identical ones for all learners. The tortoise and hare are seated in the same classroom, but a lion of a teacher in a group or pride of interventionists facilitates ongoing growth to nurture each learner’s skills and strengths. School staff collaborates with students and families to determine and deliver the effective instructional approaches. Bottom line is that responsive interventions offered within the RTI framework, honor successful classroom and life outcomes.
Laurence T. Spring is Superintendent of the Schenectady City School District, a K-12 public system that educates nearly 10,000 children.
As I read the first sentence in an 
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Some educators express student concerns about the possibility of failure when it comes to assessment. Other educators counter those concerns by building a culture of learning that views assessment as a support for learning with structures and strategies built into the classroom culture to cultivate and build a growth mindset. Teachers do this in a variety of ways focused on five key elements of a culture of learning:
As teachers put supports in place that help students be aware of where they are versus where they want or need to be, these supports become part of the culture of learning in a classroom. And engaging learners in the process of planning out how they will get where they need or want to be – becomes part of the opportunity.
Engaging students in active thinking about assessment as a support for learning and their individual role in the process supports the development of a growth mindset and metacognitive skills, building both self-efficacy and self-regulation in students. This specific assessment reflection strategy gives the teacher information about student understanding of assessment and students’ role in preparing for, engaging in and using the results to support their learning process. This strategy lets learners clarify and build their ideas of success and struggle, which helps promote stronger engagement with future assessment.