What's the problem?

Many students are below grade level in reading and writing skills. Although there are many things that can impact this low performance, primary factors include:
​

• Inadequate screening for early reading difficulties
• Inadequate teacher training
• Early reading instruction that is not grounded in cognitive science
• Lack of consistent instructional practices that apply the reading science to teaching reading. 

For children that struggle with dyslexia, these factors pose even greater risk. There is, however, a way to screen and identify students that have difficulty learning to decode and recognize words accurately and efficiently which can be indicative of dyslexia. The screening can also identify students that lack these skills, that although not dyslexic, would benefit from reading instruction grounded in cognitive science. Passing legislation to address these issues is key to help children across Michigan fulfill their potential as proficient readers..

The Package of 4 Bills Includes:

• Training for future and current educators about dyslexia, it’s characteristics, secondary consequences, and accommodations in order to effectively serve this population
  
• Require schools to identify children in grades K-3 that struggle with decoding and word recognition skills, indicative of dyslexia, using reliable and valid screening
  
• Empower those responsible for reading instruction with the knowledge of structured language and literacy, an approach that is evidence based in cognitive science, using a 3-tiered framework to address decoding and word recognition deficits
  
• Create an advisory board within the Michigan Dept. of Ed. that will develop or adopt a dyslexia guidebook for use by schools across Michigan
  
• Include in teacher credentialing requirements and certification exams information about structured language and literacy, dyslexia and a 3-​tiered system of support framework
  

​