These slides are for “Take a Whirlwind Tour of HOT TOPICS in Dyslexia & Literacy”—a presentation at the 2015 conference of the International Dyslexia Association. This presentation addresses these five hot topics: Dyslexia’s Upside, DSM 5 & Dyslexia, The Dyslexia Debate, Teacher Preparation, and Dyslexia & Literacy Legislation.

1. Carolyn
D.
Cowen
Nancy
Cushen
White
IDA
Oct
30,
2015
HOT
TOPICS
In
Dyslexia
&
Literacy
#DyslexiaCon
©
Cowen/Cushen
White
Take
a
Whirlwind
Tour
of
PART
II.

2. SEE
PART
I
FOR
THE
BEGINNING
OF
THIS
PRESENTATION

3. DYSLEXIA’S
UPSIDE
DSM5 &DYSLEXIA
DYSLEXIA
DEBATE
TEACHERPREPARATION
LEGISLATION
TOUR GUIDES
©
Cowen/Cushen
White
Join our
whirlwind tour
of HOT TOPICS
in dyslexia &
literacy
C

4. 5
HOT
TOPICS
✔
©
Cowen/Cushen
White
N
1.
Dyslexia’s
Upside
2.
DSM-­‐5
&
Dyslexia
3.
The
Dyslexia
Debate
4.
Teacher
Preparation
5.
Legislation

5. 1. Does
dyslexia
have
upsides?
2.
Should
DSM-­‐5
have
included
dyslexia
as
a
separate
diagnosJc
category?
PONDER
✔
©
Cowen/Cushen
White
N

6. SHOW
OF
HANDS
Any
clinicians
in
the
room
using
DSM-­‐5?
©
Cowen/Cushen
White
N

7. DSM-­‐5
&
Dyslexia
What
are
the
implications?
May
2012
Jan
2014
©
Cowen/Cushen
White
N

8. What
is
DSM-­‐5?
Diagnostic
&
Statistical
Manual
of
Mental
Disorders
(DSM-­‐5th
Edition)
•
Published
by
American
Psychiatric
Association
(APA)
•
Includes
codes
for
all
recognized
mental
health
disorders
©
Cowen/Cushen
White
HEADLINES
N

9. ©
Cowen/Cushen
White
HEADLINES
May
2012
Alerted
dyslexia
community
that
DSM-­‐5
might
NOT
include
proposed
new
language
incorporating
“dyslexia”
as
a
diagnostic
category
(Included
“Call-­‐To-­‐
Action”
petition)
N

10. Jan
2014
HEADLINES
©
Cowen/Cushen
White
Dr.
Tannock’s
Q&A
defines
and
explains
new
DSM-­‐5
criteria
for
diagnosis
of
Specific
Learning
Disorder
N

11. DiagnosJc
Criteria
for
Specific
Learning
Disorder
(SLD)?
•
Eliminated
IQ-­‐achievement
discrepancy
as
requirement
•
Created
overarching
category
w/
“specifiers”
for
reading,
writing,
math
difficulties
Dr.
Rosemary
Tannock
©
Cowen/Cushen
White
HEADLINES
•
Replaced
w/
4
new
criteria—ALL
MUST
be
met
•
Designated
3
levels
of
severity
N

12. OVERARCHING
SLD
CATEGORY
©
Cowen/Cushen
White
“Specifiers”
detail
impairment
in
3
major
domains
HEADLINES
Reading
Word
reading
accuracy,
reading
rate
or
fluency,
reading
comprehension
Written
expression
Spelling
accuracy,
grammar
and
punctuation
accuracy,
clarity
or
organization
of
written
expression
Math
Number
sense,
accurate
or
fluent
calculation,
accurate
math
reasoning
N

13.
4
NEW
CRITERIA
REPLACE
IQ
ACHIEVEMENT
DISCREPANCY
REQUIREMENT
©
Cowen/Cushen
White
Measurement
•
Academic
skills
substantially
below
expected
for
age
or
…
•
Significant
interference
with
academic,
occupational,
or
daily
activities
•
Confirmed
by
standardized
achievement
measures
and
other
clinical
assessment
HEADLINES
At
least
1
(of
6)
Symptoms
(academic
areas)
•
Have
persisted
for
at
least
6
months
•
Despite
targeted
instruction
1
2
N

14.
4
NEW
CRITERIA
REPLACE
IQ
ACHIEVEMENT
DISCREPANCY
REQUIREMENT
©
Cowen/Cushen
White
HEADLINES
3
Onset
during
school-­‐age
years.
(May
not
manifest
until
young
adulthood
or
later—
when
academic
demands
exceed
capacity.)
o Tests
under
strict
time
constraints
o Reading
text
/
complex
syntax,
grammar
o Writing
complex
essays,
reports
o Increasingly
heavy
academic
or
workplace
requirements
Learning
difficulties
not
better
accounted
for
by
other
conditions,
as
in
previous
DSMs.
4
N

15. TANNOCK
SEES
SEVERAL
POSITIVE
IMPLICATIONS
Dr.
Rosemary
Tannock
©
Cowen/Cushen
White
HEADLINES
1
New
criteria
call
for
evidence
of
symptom
persistence
and
wider
array
of
data
to
confirm/quantify
low
academic
achievement
—
may
encourage
educator
-­‐clinician-­‐parent
collaboration
to
compile
formal/informal
data
N

16. TANNOCK
SEES
SEVERAL
POSITIVE
IMPLICATIONS
Dr.
Rosemary
Tannock
©
Cowen/Cushen
White
HEADLINES
2
DSM-­‐5
“specifiers”
characterizing
the
range
of
academic
skills
affected
by
dyslexia
may
increase
awareness
that
dyslexia
typically
encompasses
more
than
decoding/spelling
difficulties
N

17. HEADLINES
©
Cowen/Cushen
White
Dr.
Rosemary
Tannock
3
DSM-­‐5
“specifiers”
also
may
build
understanding
that
increasing
learning
demands
trigger
developmental
changes
in
SLD
symptoms
over
time
TANNOCK
SEES
SEVERAL
POSITIVE
IMPLICATIONS
N

18. TANNOCK
SEES
SEVERAL
POSITIVE
IMPLICATIONS
Dr.
Rosemary
Tannock
©
Cowen/Cushen
White
HEADLINES
Eliminating
IQ-­‐achievement-­‐discrepancy
requirement
eliminates
lengthy/costly
neuropsych.
assessment
requirement;
encourages
evaluators
to
shift
from
assessment
for
diagnosis
to
assessment
for
intervention
4
N

19. May
2012
Jan
2014
DSM-­‐5
&
Dyslexia
What
are
the
implications?
©
Cowen/Cushen
White
N

20. !FROM
A
CLINICIAN’S
PERSPECTIVE"
Recognizes
unique
profile
of
2e
students
Acknowledges
effects
of
increasing
academic
demands
over
time
Notes
diminishing
returns
for
use
of
certain
compensatory
strategies
Discourages
use
of
cut-­‐off
scores
Encourages
use
of
clinical
judgment
1
2
3
4
5
N
5
MORE
POSITIVE
IMPLICATIONS
HIGHLIGHTING
INDIVIDUAL
DIFFERENCES
©
Cowen/Cushen
White

21. •
Dyslexia
was
not
a
diagnostic
category
in
DSM-­‐IV
either
©
Cowen/Cushen
White
TAKE-­‐AWAYS
•
Discussion
of
“specifiers”
may
increase
opportunities
for
use
of
diagnosis
to
inform
instructional
planning
•
BUT
DSM-­‐5
includes
IDA
definition
in
“specifiers”
section
AND
suggests
dyslexia
as
alternative
term
for
SLD
with
impairment
in
reading
N

22. •
Dyslexia
often
more
than
decoding/spelling
difficulties
•
Parent-­‐school-­‐psychologist
collaboration
can
deepen
understanding
and
can
inform
instructional
planning
•
Psychometric
data
do
NOT
tell
whole
story
•
Increased
demands
over
time
compound
developmental
symptoms
MORE
TAKE-­‐AWAYS
©
Cowen/Cushen
White
N

23. ©
Cowen/Cushen
White
Should
DSM-­‐5
have
included
dyslexia
as
a
diagnosJc
category?
N

24. ©
Cowen/Cushen
White
Should
DSM-­‐5
have
included
dyslexia
as
a
diagnosJc
category?
N
DSM-­‐5
addresses
dyslexia
far
more
comprehensively
than
DSM-­‐IV
and
far
beaer
than
iniJally
feared
—especially
in
aaenJon
to
individual
differences,
encouragement
to
collaborate,
and
use
of
mulJple
tools
for
assessment.

25. 12
11
10
©
Cowen/Cushen
White
Should
be
11:40
C

26. 5
HOT
TOPICS
✔
✔
©
Cowen/Cushen
White
C
1.
Dyslexia’s
Upside
2.
DSM-­‐5
&
Dyslexia
3.
The
Dyslexia
Debate
4.
Teacher
Preparation
5.
Legislation

27. 1. Does
dyslexia
have
upsides?
2.
Should
DSM-­‐5
have
included
dyslexia?
3.
Is
the
dyslexia
construct
valid?
PONDER
✔
✔
©
Cowen/Cushen
White
C

28. SHOW
OF
HANDS
How
many
of
you
have
read
the
book?
©
Cowen/Cushen
White
C

29. The
Dyslexia
Debate
Worth
learning
about!
April
2014
June
2014
©
Cowen/Cushen
White
C

30. (Winter/Spring
2014)
Argues
dyslexia
NOT
a
scientifically
rigorous
construct
for
research
or
educational/
clinical
practice
HEADLINES
©
Cowen/Cushen
White
C

31. •
Does
NOT
dispute
existence
of
biologically-­‐based
reading
difficulties
•
Proposes
generic
term
reading
disabilities
instead
Drs.
Julian
Ellioa
&
Elena
Grigorenko
HEADLINES
©
Cowen/Cushen
White
C

32. Many
states
incorporating
“dyslexia”
&
IDA-­‐NICHD
definition
into
dyslexia
laws
IDA
President
Hal
Malchow
IDA
RESPONSE
April
2014
HEADLINES
©
Cowen/Cushen
White
C

33. At
IDA,
we
understand
the
science
behind
reading
disorders
Also
understand
power
of
common
language
&
mission/purpose
it
provides
IDA
RESPONSE
CONT.
HEADLINES
IDA
President
Hal
Malchow
©
Cowen/Cushen
White
C

34. IDA
RESPONSE
CONT.
IDA
President
Hal
Malchow
…
Dyslexia,
a
beauJful
word.
True,
describes
a
category
of
learning
disorders.
But,
also
describes
community,
body
of
knowledge,
category
of
law,
more
positive
sense
of
self,
belief
about
progress
we
can
achieve
together.
HEADLINES
©
Cowen/Cushen
White
C

35. WOLF
RESPONSE
Dr.
Maryanne
Wolf
June
2014
HEADLINES
©
Cowen/Cushen
White
C

36. SHOW
OF
HANDS
How
many
have
read
the
book?
Heard
Wolf
speak?
©
Cowen/Cushen
White
C

37. WOLF
RESPONSE
•
Much
to
learn
from
this
book!
•
Six
insights
Dr.
Maryanne
Wolf
June
2014
HEADLINES
©
Cowen/Cushen
White
C

38. Science’s
search
for
parsimony
has
led
to
simplistic
1-­‐dimensional
explanations
w/
various
names
History
of
different
explanations
and
names
of
dyslexia
arise
from
the
complexity
of
the
reading
circuit
HEADLINES
SIX
INSIGHTS
Dr.
Maryanne
Wolf
2
1
©
Cowen/Cushen
White
C

39. The
brain
can/does
make
different
reading
circuits!
May
be
a
different
reading
circuit
in
some
children
that’s
genetically
based
and
that
advantages
the
RIGHT
hemisphere
for
normally
LEFT
hemisphere
tasks
HEADLINES
3
©
Cowen/Cushen
White
SIX
INSIGHTS
Dr.
Maryanne
Wolf
C

40. All
this
dynamic
complexity
makes
understanding
dyslexia
research
difficult
(Note:
Hence,
the
challenge
with
a
scien6fically
rigorous
construct
of
dyslexia)
HEADLINES
4
©
Cowen/Cushen
White
SIX
INSIGHTS
Dr.
Maryanne
Wolf
C

41. Grigorenko
illuminates
how
geneJcs
of
dyslexia
is
connected
to
structural
&
behavioral
research
But
Wolf
differs
with
authors’
conclusions—she
asserts
THREE
addiJonal
points
….
HEADLINES
5
6
©
Cowen/Cushen
White
SIX
INSIGHTS
Dr.
Maryanne
Wolf
C

42. “NOT
UP
FOR
DEBATE”
•
Children
w/
dyslexia
are
best
served
w/
diagnosis
&
explanation
of
their
reading
difficulties
•
No
one
w/
dyslexia
should
feel
they
are
lazy,
less
smart!
•
That
dyslexia’s
construct
(like
reading)
is
complex,
is
no
reason
to
return
to
general
terms—e.g.,
“Reading
Disabilities”
HEADLINES
©
Cowen/Cushen
White
C

43. The
Dyslexia
Debate
Worth
learning
about!
April
2014
June
2014
©
Cowen/Cushen
White
C

44. The
various
hallmark
characterisJcs
of
dyslexia
fall
along
conJnuums
of
severity
that
are
not
fixed
—
can
change
across
lifespan
&
improve
especially
w/
good
teaching.
Dyslexia,
like
ADHD,
auJsm
spectrum
disorder,
is
LESS
a
disJnct
syndrome
w/
clear
diagnosJc
markers
&
obvious
demarcaJons;
MORE
a
developmental
mulJdimensional-­‐
spectrum
condiJon.
TAKE-­‐AWAYS
©
Cowen/Cushen
White
C

45. Therein
lies
one
of
the
great
challenges
in
dyslexia’s
construct
—
thus,
in
how
individuals
with
dyslexia
are
identified
and
for
whom
treatments
and
resources
are
allocated
and
accommodated
are
granted.
MORE
TAKE-­‐AWAYS
©
Cowen/Cushen
White
C

46. school
Will
this
debate
hurt
families
struggling
with
dyslexia
trying
to
find
appropriate
services
in
schools?
©
Cowen/Cushen
White
C

47. September
24,
2015:
Experts
Consider
Abandoning
Term
Dyslexia—No
Consensus
POSTSCRIPT
©
Cowen/Cushen
White
C

48. ©
Cowen/Cushen
White
Is
the
dyslexia
construct
valid?
C

49. ©
Cowen/Cushen
White
Is
the
dyslexia
construct
valid?
The
dyslexia
construct
is
challenging
and
complex—
like
the
developmental,
mulJdimensional-­‐spectrum
condiJon
the
construct
seeks
to
capture.
That
it
remains
so
difficult
lends
credibility
to
efforts
thus
far.
BUT
given
the
pace
of
scienJfic
discovery,
it’s
reasonable
to
think
of
today’s
construct
as
a
work
in
progress.
C

50. 12
11
10
Should
be
11:49
©
Cowen/Cushen
White
C

51. Time
to
energize!
©
Cowen/Cushen
White
C

52. Stand
and
Clap!!
©
Cowen/Cushen
White
C
20x/30x/40x
softly/vigorously

53. LEGISLATION
DYSLEXIA’SUPSIDE
TEACHER
PREPARATION
DYSLEXIA
DEBATE
DSM5 &
DYSLEXIA
WHIRLWIND
TOUR!
©
Cowen/Cushen
White
C

54. C

55. 1.
Dyslexia’s
Upside
2.
DSM5
&
Dyslexia
3.
The
Dyslexia
Debate
4.
Teacher
Preparation
5.
Legislation
5
HOT
TOPICS
✔
✔
✔
©
Cowen/Cushen
White
N

56. 1. Does
dyslexia
have
upsides?
2.
Should
DSM-­‐5
have
included
dyslexia?
3.
Is
the
dyslexia
construct
valid?
4.
Are
teachers
prepared
to
teach
students
with
dyslexia?
PONDER
✔
✔
✔
©
Cowen/Cushen
White
N

57. SHOW
OF
HANDS
How
many
of
you
teach
reading?
How
many
of
you
prepare
teachers
to
teach
reading?
©
Cowen/Cushen
White
N

58. July
2014
June
2013
Are
teachers
being
prepared
to
teach
vulnerable
students?
Teacher
Prep
Reform
©
Cowen/Cushen
White
N

59. National
Council
on
Teacher
Quality
(NCTQ)
releases
reports
on
how
well
US
Schools
of
Ed.
prepare
teachers
to
enter
classrooms.
hap://www.nctq.org
HEADLINES
©
Cowen/Cushen
White
N
Also
released
in
US
News
&
World
Report.

60. Reported
on
1st
edition
of
NCTQ’s
Teacher
Prep
Review
evaluating
1,100+
colleges/university’s
preparing
elementary
&
secondary
teachers.
June
2013
HEADLINES
©
Cowen/Cushen
White
N
Which
does
best/
weakest
job
preparing
new
teachers?

61. Examiner
also
reported
release
of
2nd
edition
of
NCTQ’s
Teacher
Prep
Review.
Neither
report
positive
(though
2nd
mentions
early
evidence
teacher
prep
programs
making
changes).
July
2014
HEADLINES
©
Cowen/Cushen
White
Both
controversial!
N

62. Teacher
PreparaJon
Another
Approach
May
2012
Sept
2015
©
Cowen/Cushen
White
N

63. Teacher
Prep
Reform
Two
very
different
approaches
HEADLINES
©
Cowen/Cushen
White
N

64. Are
teachers
being
prepared
to
teach
vulnerable
students?
Teacher
Prep
Reform
©
Cowen/Cushen
White
N

65. TAKE-­‐AWAYS
To teach
reading well—
especially to
students who
struggle—
teachers
need deep
content
knowledge
of language
structure
©
Cowen/Cushen
White
N

66. Teacher
prep
reform
&
targeted
PD
are
key,
but
HOT
BUTTON
issues
that
inflame
passions
&
get
highly
politicized.
Watch
for
these
to
be
even
more
contentious
&
central
in
dyslexia/literacy
legislation.
Teacher
Prep
Reform
TAKE-­‐AWAYS
©
Cowen/Cushen
White
N

67. To
dive
more
deeply
into
teacher
preparation
and
IDA’s
Knowledge
&
Practice
Standards…
Friday,
11:45-­‐12:45
Friday,
2:00-­‐5:00
DEEPER
EXPLORATION
N
©
Cowen/Cushen
White

68. ©
Cowen/Cushen
White
Are
teachers
prepared
to
teach
students
with
dyslexia?
N

69. ©
Cowen/Cushen
White
Not
yet.
Are
teachers
prepared
to
teach
students
with
dyslexia?
N

70. 12
11
10
Should
be
11:58
©
Cowen/Cushen
White
C
BAIL-­‐OUT
PLAN?
Vote?

71. 1.
Dyslexia’s
Upside
2.
DSM5
&
Dyslexia
3.
The
Dyslexia
Debate
4.
Teacher
Preparation
5.
Legislation
5
HOT
TOPICS
✔
✔
✔
✔
©
Cowen/Cushen
White
C

72. 1. Does
dyslexia
have
upsides?
2.
Should
DSM-­‐5
have
included
dyslexia?
3.
Is
the
dyslexia
construct
valid?
4.
Are
teachers
prepared
to
teach
students
with
dyslexia?
5.
Will
“dyslexia
legislaJon”
make
a
difference?
PONDER
✔
✔
✔
✔
©
Cowen/Cushen
White
C

73. LegislaJon:
Not
in
our
wheelhouse
Looking
for
a
legislation-­‐
policy
reporter!
©
Cowen/Cushen
White
C

74. Dyslexia
&
Literacy
LegislaJon
Levers
for
change
©
Cowen/Cushen
White
C

75. SHOW
OF
HANDS
How
many
of
you
are
involved
in
state
legislative
efforts?
©
Cowen/Cushen
White
C

76. 38
States
are
Reported
to
Have
Dyslexia
LegislaJon
Enacted
or
Underway
Alabama
Arizona
Arkansas
California
Colorado
Connecticut
Florida
Hawaii
Illinois
Indiana
Iowa
Kansas
Kentucky
Louisiana
Maine
Maryland
Massachusetts
Mississippi
Missouri
Nevada
New
Hampshire
New
Jersey
New
Mexico
New
York
North
Carolina
Ohio
Oklahoma
Oregon
Pennsylvania
Rhode
Island
Tennessee
Texas
Utah
Virginia
Washington
West
Virginia
HEADLINES
©
Cowen/Cushen
White
CAUTION:
Not
100%
certain
this
list
is
accurate/
up
to
date
Wisconsin
Wyoming
C

77. OH
Senate
passed
HB
96
&
157
Dec.
14
Dec.
2011
Watch
the
Bill
pass
Ohio
Passes
Dyslexia
LegislaJon
HEADLINES
©
Cowen/Cushen
White
C

78. Ohio,
New
Jersey,
Wisconsin,
South
Carolina
Jan
2012
Feb
2013
Reporting
&
Mobilizing
Aug
2013
Mar
2014
Dec.
2011
HEADLINES
©
Cowen/Cushen
White
C

79. Deborah
Lynam
Dr.
Gordon
Sherman
Dr.
Charloae
Andrist
Elenn
Steinberg
LESSONS:
Looking
back
at
lessons
from
your
state’s
dyslexia
legislation
efforts
and
ahead
at
future
challenges
and
opportunities,
what
ONE
thing
is
the
most
important
consideration
going
forward
…
or
for
those
following
in
your
footsteps
in
other
states?
HEADLINES—LESSONS
©
Cowen/Cushen
White
C

80. Using
the
IDA-­‐NICHD
definition
of
dyslexia
made
all
the
difference
in
NJ.
It
was
the
science-­‐based
stepping
stone
to
everything
else
.
Deborah
Lynam
Dr.
Gordon
Sherman
Legislation
is
important,
but
Impact
is
in
implementation.
Building
coalitions
is
key.
Schools,
administrators,
teachers
need
to
buy
in.
Being
mandated
is
a
start;
understanding
WHY
is
most
powerful.
We’ve
a
knowledge-­‐practice
gap.
HEADLINES—LESSONS
©
Cowen/Cushen
White
C

81. Too
often,
as
parents
we
think
dyslexia
legislation
will
fix
a
broken
system.
We
cannot
se?le
for
unfunded
mandates
and
minimal
programs
to
educate
teachers.
Make
public
your
quest.
Con6nue
to
push
to
get
colleges
of
educa6on
to
produce
teachers
who
know
how
to
teach
reading.
Dr.
Charloae
Andrist
Elenn
Steinberg
It’s
all
about
having
a
well-­‐placed
advocate
—for
example,
a
senator,
congressman,
or
state
school
board
member
of
a
child
with
dyslexia.
You
must
do
your
homework,
educate,
and
network,
but
a
strong
and
passionate
advocate
is
a
must.
HEADLINES—LESSONS
©
Cowen/Cushen
White
C

82. Deborah
Lynam
Dr.
Gordon
Sherman
Dr.
Charloae
Andrist
Elenn
Steinberg
Priceless
words
of
wisdom!
HEADLINES—LESSONS
©
Cowen/Cushen
White
C

83. State
Literacy
LegislaJon
LESSONS
FROM:
•
Colorado
•
Connecticut
•
Minnesota
literatenaJon.org
RESOURCES
©
Cowen/Cushen
White
C

84. Model
LegislaJon
to
•
Promote
literacy
•
Remediate
dyslexia
literatenaJon.org
Cinthia
Coles
Elenn
Steinberg
©
Cowen/Cushen
White
RESOURCES
C

85. HANDOUT:
LITERATE
NATION
PUBLCATI0NS
URL
for
Literate
Nation
Publications
is
on
p.
5
of
handout
C
©
Cowen/Cushen
White

86. April
2012
June
2012
Dyslexia
Goes
to
Congress
May
2012
Jan.
2014
July.
2014
HEADLINES
©
Cowen/Cushen
White
April-­‐May
201
Sept.
2015
Sept.
2015
C

87. HEADLINES
•
Chair,
Lamar
Smith
•
Hon.
Bill
Cassidy
•
Hon.
Julia
Brownley
Sept.
2014
©
Cowen/Cushen
White
2014
HEARING
C
Commiaee
on
Science,
Space,
Technology

88. HEADLINES
Bill
Cassidy
Commiaee
on
Science,
Space,
Technology
CHAIR
Lamar
Smith
BiparJsan
Congressional
Dyslexia
Caucus
CO-­‐CHAIRS
Lamar
Smith
Julia
Brownley
BACKGROUND
©
Cowen/Cushen
White
C

89. HEADLINES
2015
HEARING
Commiaee
on
Science,
Space,
Technology
CHAIR
Lamar
Smith
•
Ms.
Barbara
Wilson
•
Dr.
Paula
Tallal
•
Dr.
Rachel
Robillard
Dyslexia
and
the
Need
to
READ
Act:
H.R.
3033,
Research
Excellence
and
Advancements
for
Dyslexia
WITNESSES
Sept.
30,
2015
©
Cowen/Cushen
White
C

90. HEADLINES
READ
Act
clears
committee
with
bipartisan
support
OCTOBER
8,
2015
Commiaee
on
Science,
Space,
Technology
WOULD FUND R&D
•
Early
identification
•
Professional
development
for
teachers
&
administrators
•
Curricula
development
&
evidence-­‐
based
educational
tools
©
Cowen/Cushen
White
Oct.
2015
C

91. SHOW
OF
HANDS
Did
any
of
you
attend
or
watch
on
video?
©
Cowen/Cushen
White
C

92. HEADLINES
•
House
Committee
Convenes
Hearing
on
Dyslexia
•
Secretary
of
Education
Issues
Statement
on
LD,
Dyslexia,
ADHD
•
House
Committee
Approves
READ
Act
•
Senate
Passes
Bipartisan
Resolution
on
Dyslexia
©
Cowen/Cushen
White
Oct.
2015
C

93. HEADLINES
Duncan
Issues
Statement
on
LD,
Dyslexia
&
ADHD
“These
students
often
experience
challenges
in
school
related
to
reading,
writing,
mathematics,
and
focus,
but
these
students
also
have
great
strengths
and
enormous
potential”
OCTOBER
5,
2015
©
Cowen/Cushen
White
C

94. Senate
Passes
BiparJsan
ResoluJon
on
Dyslexia
HEADLINES
Designating
October
2015
National
Dyslexia
Awareness
Month
OCTOBER
9,
2015
©
Cowen/Cushen
White
C

95. HEADLINES
©
Cowen/Cushen
White
•
JULY
14-­‐15
Dyslexia
Hill
Day
promoted
reform
DC
Summer
2015—
EvenKul
for
dyslexia
•
JULY
16
Senate
passed
Every
Child
Achieves
Act
(ESEA
Reauthorization)
•
JULY
31
Dyslexia
Caucus
letter
to
DOE
Sept.
2015
C

96. ©
Cowen/Cushen
White
HEADLINES
April-­‐May
2015
“Cassidy
Amendments”
on
dyslexia
defeated
•
Introduced
2
amendments
to
NCLB/ESEA
reauthorization
bill
(Every
Child
Achieves)
•
Related
to
training
to
recognize
dyslexia
&
other
LDs
and
to
ensuring
resources
for
academic
success
•
Reasons
Cited
for
Defeat
Unfair
to
single
out
one
disability
group
C

97. Sea
Change?
Idiom
for
broad
transformation
(From
a
phrase
in
Shakespeare’s
The
Tempest)
©
Cowen/Cushen
White
C

98. Sea
Change?
©
Cowen/Cushen
White
C

99. SHOW
OF
HANDS
Members
of
Decoding
Dyslexia?
©
Cowen/Cushen
White
C

100. Sea
Change?
BOSTON
©
Cowen/Cushen
White
C

101. LegislaJon
can
be
an
important
lever
for
change
CHANGE
CAUTION
C
©
Cowen/Cushen
White

102. But
Legislation
is only
part of the
equation
EFFECTIVE
INTERVENTIONS
EFFECTIVE
IMPEMENTATION
METHODS
ENABLING
CONTEXTS
INTENDED
OUTCOMES
IMPLEMENTATION SCIENCE
Various
components,
accountabilities,
and shifts are
needed to create
a system that
will support and
sustain effective
programs and
practices
C
©
Cowen/Cushen
White

103. IMPLEMENTATION
SCIENCE
SystemaJc
study
of
variables
and
condiJons
that
lead
to
full
and
effecJve
use
of
evidence-­‐based
pracJces
and
other
effecJve
innovaJons
in
human-­‐service
sesngs
HEADLINE
C
©
Cowen/Cushen
White

104. But
Legislation
is only
part of the
equation
EFFECTIVE
INTERVENTIONS
EFFECTIVE
IMPEMENTATION
METHODS
ENABLING
CONTEXTS
INTENDED
OUTCOMES
IMPLEMENTATION SCIENCE
Various
components,
accountabilities,
and shifts are
needed to create
a system that
will support and
sustain effective
programs and
practices
C
©
Cowen/Cushen
White

105. There
is
a
science
to
effecJve
reading
instrucJon
…
AND
there is a science
to effective
implementation
HEADLINE
C
©
Cowen/Cushen
White

106. There
is
a
science
to
implemenJng
change
Jan.
2015
literatenaJon.org/
libraries/libraries-­‐research/
Spring
2015
©
Cowen/Cushen
White
RESOURCES
C

107. URLs
for
Examiner
are
on
p.
1
&
for
Literate
Nation
are
on
p.
5
HANDOUT
©
Cowen/Cushen
White
C

108. To
learn
more
about
implementation
science
…
Friday,
2:00-­‐3:00
DEEPER
EXPLORATION
C
©
Cowen/Cushen
White

109. To
learn
more
about
legislation
issues,
get
tapes
for
…
Thursday,
3:00-­‐4:00
Friday,
10:30-­‐11:30
DEEPER
EXPLORATION
C
©
Cowen/Cushen
White

110. Dyslexia
&
Literacy
LegislaJon
Levers
for
change
©
Cowen/Cushen
White
C

111. TAKE-­‐AWAYS
©
Cowen/Cushen
White
•
To
steer
clear
of
avoidable
pitfalls
and
to
help
enact
effective
legislation,
parent
activists
need
good
info.,
resources,
and
support—
e.g.,
model
legislation
•
A
strong
dyslexia-­‐literacy
legislative
movement
is
underway—driven
to
a
large
degree
by
parents
mobilizing
at
grassroots
levels
C

112. TAKE-­‐AWAYS
©
Cowen/Cushen
White
•
Legislation
and
top-­‐
down
mandates
often
are
necessary,
but
not
sufficient
C
•
Implementation
science
is
a
key
ingredient
for
generating
effective
and
sustainable
change

113. ©
Cowen/Cushen
White
Will
dyslexia-­‐literacy
legislaJon
make
a
difference?
C

114. It
can
be
a
powerful
lever,
IF
it
includes
core
elements
of
effecJve
legislaJon
(e.g.,
Literate
NaJon’s
model
legislaJon,
IDA
definiJon),
is
grounded
in
the
science
of
reading
and
effecJve
instrucJon
(e.g.,
IDA’s
KPS),
&
is
combined
with
implementaJon
science
pracJces
©
Cowen/Cushen
White
Will
dyslexia-­‐literacy
legislaJon
make
a
difference?
C

115. ©
Cowen/Cushen
White
C
10
11
12
!

116. 3
PARTS
•
Aims
&
Challenge
•
Wrap
Up
•
Examiner
Lens
(5
Hot
topics)
w/
ac6vity
at
end
of
1st
Hot
Topic
©
Cowen/Cushen
White
•
Lens
Preview
•
Call
to
AcJon
•
Q&A
•
Ground
Rules
&
Handout
•
Author
Tips
C
•
Parent
&
Educator
Lenses
w/
ac6vity
✔
✔
✔
✔
✔
BEGINNING
15
minutes
MIDDLE
95
minutes
END
15
minutes

117. We’ve
covered
all
these
topics
✔
C
©
Cowen/Cushen
White

118. 1. Does
dyslexia
have
upsides?
2.
Should
DSM-­‐5
have
included
dyslexia?
3.
Is
the
dyslexia
construct
valid?
4.
Are
teachers
prepared
to
teach
students
with
dyslexia?
5.
Will
“dyslexia
legislaJon”
make
a
difference?
We
pondered
these
5
quesJons
✔
✔
✔
✔
✔
©
Cowen/Cushen
White
N

119. 1. Does
dyslexia
have
upsides?
2.
Should
DSM-­‐5
have
included
dyslexia
as
a
diagnosJc
category?
©
Cowen/Cushen
White
It
oPen
depends
on
environmental
demands.
DSM-­‐5
addresses
dyslexia
more
comprehensively
than
DSM-­‐IV
and
more
effec6vely
than
feared.
RECAP:
SHORT
ANSWERS
N

120. 3.
Is
the
dyslexia
construct
valid?
4.
Are
teachers
prepared
to
teach
students
with
dyslexia?
©
Cowen/Cushen
White
Yes,
but
it
probably
is
a
work
in
progress
that
will
con6nue
to
evolve.
Not
yet.
RECAP:
SHORT
ANSWERS
N

121. 5.
Will
“dyslexia
legislaJon”
make
a
difference?
©
Cowen/Cushen
White
Legisla6on
can
be
a
powerful
lever,
but
it
can
disappoint
if
it
does
not
incorporate
key
elements
of
model
legisla6on,
is
not
grounded
in
evidence
-­‐
based
reading
instruc6on,
and
is
not
paired
with
implementa6on
science
RECAP:
SHORT
ANSWERS
N

122. HANDOUT:
SHORT
ANSWERS
Short
answers
are
on
p.
5
of
handout
N
©
Cowen/Cushen
White

123. URLs
on
p.
1
•
Slides
for
this
presentation
•
To
get
the
Examiner
•
To
get
to
archives
&
Examiner
back
issues
mentioned
EXAMINER
ARCHIVES
N
©
Cowen/Cushen
White

124. Drawing
from
our
experiences
as
•
Editors
•
Professionals
in
the
field
for
decades
©
Cowen/Cushen
White
N
Not necessarily
views of IDA
DISCLAIMER!

125. Dyslexia’s
Upside
DSM5 &
Dyslexia
Dyslexia
Debate
Teacher Prep
& Dyslexia
Dyslexia
Legislation
DYSLEXIA
LITERACY
LANDSCAPE
©
Cowen/Cushen
White
C

126. DYSLEXIA
LITERACY
LANDSCAPE
©
Cowen/Cushen
White
C

127. DSM5 &
Dyslexia
Dyslexia’s
Upside
Dyslexia
Debate
Teacher
Prep
Dyslexia
Legislation
Dynamic,
converging,
colliding
©
Cowen/Cushen
White
C

128. ESEA
Reauthorization
Elections
Economy
Pendulum
Swings in
Education
EducationReform
TestingBacklash
Federal
Role in
Education
Federal
Role in
TeacherEducation
Charter
Schools
IDEA
Funding
©
Cowen/Cushen
White
C

129. You!
There’s
another
dynamic
force
at
work
...
©
Cowen/Cushen
White
C

130. Examiner
ReporJng
Parent
Stages
Educator
Stages
©
Cowen/Cushen
White
Why
these
additional
lenses
C

131. •
Explore
complex
topics
shaping
the
dyslexia-­‐literacy
landscape
•
Get
perspectives
on
this
dynamic
terrain
•
Inspire
you
to
follow
paths
to
deeper
exploration
©
Cowen/Cushen
White
C
Why
we
targeted
these
aims

132. We
hope
you
feeling
less
like
this
…
Lost
!!
©
Cowen/Cushen
White
C

133. Empowered
to
play
a
role
and
make
a
difference
as
parents
and
educators
©
Cowen/Cushen
White
…
more
like
this
…
C

134. Less
like
this
…
©
Cowen/Cushen
White
C

135. More
like
this
©
Cowen/Cushen
White
C

136. Why
we
got
meta
©
Cowen/Cushen
White
C

137. Where
you
are
on
your
path?
Where
do
you
want
to
be?
©
Cowen/Cushen
White
C
What
is
your
next
step?

138. THINK
ABOUT:
What
do
I
need
to
do
to
get
from
here
to
there?
HERE
THERE
©
Cowen/Cushen
White
C

139. The
more
we
understand
the
dynamic
forces
at
work
on
the
dyslexia/literacy
landscape
AND
where
we
are
on
our
paths
as
educators
and
parents
…
…
the
better
prepared
we
are
to
help
shape
that
landscape
on
behalf
of
children
with
dyslexia
and
those
at-­‐
risk
for
reading
difficulties
PREMISE
C
©
Cowen/Cushen
White

140. 3
CALLS
TO
ACTION
1.
Share
your
family’s
story
2.
Sign
Understood.org’s
petition
3.
Participate
in
Dyslexic
Advantage’s
Survey
See
HANDOUT
to
learn
how
to
take
these
acJons
C
©
Cowen/Cushen
White

141. Why
is
all
this
so
important?
©
Cowen/Cushen
White
C

142. These
are
more
than
staJsJcs!
NAEP:
35%
4th
graders
reading
below
basic
IDA:
Dyslexia
affects
10
-­‐20%
©
Cowen/Cushen
White
C

143. They
are
kids
C
©
Cowen/Cushen
White

144. •
Economic/cost
to
society
argument
•
Civil
rights
argument
•
Unrealized
potential/
talent
lost
to
society
argument
GOOD
ARGUMENTS
C
©
Cowen/Cushen
White

145. Humane
argument
Read
out
loud
together
…
C
©
Cowen/Cushen
White

146. “Kids
in
3rd
grade
already
were
emotionally
devastated.
I’d
ask
them
to
read
out
loud
…
and
saw
fear
in
their
eyes.
By
nine
years
of
age,
they’d
already
failed.
How
do
we
stop
this
before
it
starts?”
G.
Reid
Lyon
2013
PBIDA
Conference
C
©
Cowen/Cushen
White

147. How
do
we
STOP
this
before
it
starts?
C
©
Cowen/Cushen
White

148. We
each
have
a
role
to
play.
We
each
can
make
a
difference.
C
©
Cowen/Cushen
White

149. These
are
ALL
our
kids
C
©
Cowen/Cushen
White

150. They
are
our
future
C
©
Cowen/Cushen
White

151. LEGISLATION
DYSLEXIA’SUPSIDE
TEACHER
PREPARATION
DYSLEXIA
DEBATE
DSM5 &
DYSLEXIA
WHIRLWIND
TOUR!
©
Cowen/Cushen
White
N

152. WHIRLWIND
TOUR
10:30-12:30
Hot Topics:
Dyslexia &
Literacy
10
11
12
• Examiner
• Parent
• Educator
3 LENSES
1. Dyslexia’s Upside
2. DSM5 & Dyslexia
3. The Dyslexia Debate
4. Teacher Preparation
5. Legislation
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2
Activities
N

153. N
Tips
for
Aspiring
Examiner
Authors
IDA
EXAMINER
HANDOUT
available
up
front
after
session
•
Feature
Writers
•
Contributing
&
Copy
Editors
•
Legislation/Policy
Reporter
•
Editor
to
help
people
with
dyslexia
tell
their
stories
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Interested
in
WriJng
for
the
Examiner?

154. THANK
YOU!
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155. QUESTIONS?
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156. IDA
Oct 30!!
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157. •
Dyslexia’s
Upside
•
DSM5
&
Dyslexia
•
Dyslexia
Debate
•
Teacher
Prep
&
Dyslexia
•
Dyslexia
Legislation
•
And
more!
FOR
FURTHER
READING
ON
Find
me
on
Twitter:
@cdcowen
Follow
links
to
Examiner
interdys.org
#
“Publications”
Drop-­‐Down
Menu
#
“The
Examiner”
#
Examiner
Webpage:
“Click
here
to
read
articles
from
past
issues
CREDIT/DISCLAIMER:
Images
licensed
from
istock.com
(unless
otherwise
stated).
Images
used
for
illustrative
purposes
only;
any
person
depicted
is
a
model
(unless
otherwise
stated).
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Cowen/Cushen
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Also
see:
• scoop.it/t/dyslexia-­‐diablogue-­‐ida-­‐examiner
• slideshare.net/carolyndcowen

158. Advancing
dialogue
and
forward
thinking
where
dyslexia
and
new
media
intersect.
COMMUNICATION
BY
DESIGN
Power
Mission
with
the
Message
cdcowen@aol.com
Twitter:
@cdcowen
Getting theright helpcan changethe picture!
Finish ppt
today!
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