Laura Dowdy, OTR

🚨 DYK: Dyslexia is a brain-based processing difference. In a general education classroom it often looks like a learning difficulty—slow reading, weak spelling, trouble getting known answers onto paper, hard decoding of unfamiliar words, reading avoidance, and stronger comprehension by ear than by print. That pattern is not a surprise when most union-dominated government-run public schools still do not deliver evidence-based instruction in the general education classroom. Structured literacy, explicit phonics, and systematic practice in reading, writing, and math are not optional extras. They are what grade-level proficiency requires for many students, and they help the rest as well. When schools skip that instruction, the cost shows up as “learning difficulties,” referrals, and students who never reach proficiency standards. It harms everyone. It harms students with dyslexia most, because they depend on that instruction to learn to read, write, and do math at grade level. This needs to change. Evidence-based instruction belongs in the general education classroom, not only in special education after a child has already fallen behind. The signs in the graphic are real. The fix is instructional, not a label. #DyslexiaAwarenessMonth