On May 24, 2022, The New York Senate passed The Dyslexia Task Force Act A.2185-B/S.441-C. Senator Brad Hoylman sponsored the Senate bill. The bill had already passed on the Assembly side, where Assemblymember Robert Carroll sponsored it. The bill’s next stop is with Governor Kathy Hochul. After that, the Governor signs the bill into law. That will be a day of celebration!
A few years ago, I wrote about New York’s Guidance Memo on Students with Dyslexia, Dysgraphia, and Dyscalculia when it passed. Any legislation or activity that improves literacy or education for children with dyslexia is favorable, and anything that passes in New York is significant. We owe it to ourselves to celebrate any type of progress. However, as parents and guardians struggling to get children the reading services they need, nothing can happen fast enough.
Even the best bills are not the entire solution. However, policy is critical, and policy influences the culture of literacy. This bill is the start of good policy. What’s promising about The Dyslexia Task Force Act is that it provides an opportunity to carve out specific frameworks designed to identify struggling readers and writers due to potential dyslexia/dysgraphia. The Task Force also documents the most appropriate interventions and trainings proven to demonstrate high gains when properly implemented. Additionally, the task force’s work happens when New York City implements comprehensive dyslexia solutions. The train has left the station in New York City, and the rest of the state is getting on board!
If you haven’t gone through the bill, here are the highlights:
• The commissioner of education establishes a task force to examine appropriate and effective evidence-based dyslexia and dysgraphia screening methods, reading interventions, and other educational supports for students in K-5.
• The task force will consist of 10 members, including the Commissioner of Education or their designee, who serves as Chair of the task force.
• The Commissioner of Education will appoint the remaining members to ensure all regions of the state are represented.
• At least two members must specialize in identifying, evaluating, and diagnosing individuals with dyslexia or dysgraphia.
• At least one member is a parent of a student with dyslexia or dysgraphia.
• At least one member has dyslexia or dysgraphia.
• At least one member is from higher education and is an expert in dyslexia or dysgraphia.
• At least one member is a public-school teacher specializing in teaching literacy and evidence-based reading instruction.
• All members should have expertise in fields or disciplines related to the identification of students with learning disabilities, including the unique educational needs of students with dyslexia or dysgraphia.
• The task force should conduct two public hearings to obtain information from stakeholders and other interested parties.
• The task force will prepare and submit a report of its findings and recommendations to the governor, temporary president of the Senate, and Speaker of the Assembly eighteen months after the effective date of this act.
• The term “screening methods” may include examining the use and frequency of dyslexia or dysgraphia screeners that are valid, reliable, low cost, and developmentally appropriate that measures deficits in the following areas:
-Phonological awareness
-Phonological or language-based memory
-Rapid automatic naming
-Receptive vocabulary
-Phonics skills
-Decoding and encoding real and pseudo words
-Oral reading fluency
-Writing at the sentence and paragraph level
• Screeners should be inclusive of students with diverse racial, linguistic, and socio-economic backgrounds and factor familial history.
The Dyslexia Task Force Act is one important strand to help New York move forward to address ways to improve literacy for all kids, especially children with reading issues like dyslexia. Unfortunately, the task force is eighteen months long, and the bill has to sign into law before any work initiates. As a result, other strategies must continue in haste as the task force begins its important work.
The literacy community in New York is complicated, which makes sense since New York is a large, complex state. We have diverse regions and diverse populations. We have more wealth than most states and more poverty than most states. The dyslexia and literacy space(s) are broad. We span gifted children with reading challenges to children with many learning issues. Reading issues are a general education issue and a special education issue. Literacy is a cultural issue, a socio-economic issue, and a mental health issue, amongst other trajectories. Literacy affects everything, so how do we focus our advocacy?
The next step is a multi-faceted plan that provides advocates with different opportunities to educate the community and stakeholders about ways to improve literacy and help all kids learn to read. Hopefully, that “roadmap” will support more teacher training, community awareness, and ways to engage more stakeholders in literacy solutions. As of today, besides policy, here’s what we can do today to improve literacy in New York and help more kids learn to read:
-Look at the bill’s co-sponsors and if they are your local representatives, thank them for their support. If you are a parent struggling with a school district, share your story.
-Educate your local school board or district leaders about dyslexia and literacy. Dyslexia Action Advocacy Group has guidance and materials to help support you.
-Encourage your district leaders and staff to pursue LETRS training.
-If you are a parent of a young child, learn everything you can about how kids become skilled readers. You can go to our website, and while you are there, you can also check out our resources page to see other organizations that support literacy.
-Consider teaching your kid to read. Using a systematic, explicit reading program can guide you. Even if you have an older, struggling reader, you can educate yourself and possibly help your child improve their reading skills.
-Encourage public and school libraries to learn about and stock decodable books and resources that support early and struggling readers.
-Get involved with one of the New York organizations that support literacy. Here’s a partial list:
Dyslexia Allies of WNY
Decoding Dyslexia NY
Teach My Kid to Read
Wallkill Parents (Hudson Valley DDNY)
PADDD
CASL Gates Chili
WNY Education Alliance
The Reading League
Dyslexia Action Advocacy Group
Debbie Meyer
Dyslexia Literacy Collaborative
The task force can set New York up with a solid road plan to help all kids in all of New York become skilled readers. It’s a great start, and a sign of hope as New York City implements comprehensive solutions for children with dyslexia. It’s a step.