Screen Early for Risk of Dyslexia 
​Stop Learning Differences from Becoming Disabilities

Take Action: 

Speak Up for Literacy New York! 

Join us and talk to your public-school representatives; the Board of Education (BOE), Panel for Education Policy (PEP), and Community Education Council (CEC). Please share the link to our campaign on social media & email. Share videos on YouTube of your testimonies – let’s do this!   

Data is from the New York Education Department and The Education Consumers Foundation
Data includes: number of students predicted to dropout, number of students reading below grade level and what your district's failure to teach reading costs taxpayers.

→3-minute script to read out at your district's education meeting with reading levels for your district
→Brochure to hand out with all the reading level data 
→The economic impact to taxpayers of your district's failure to teach reading
→Number of predicted dropouts for your school district
→The number of unprepared graduates at your school district
→Number of students reading below grade level (below proficient) in your school district
→Reading by district; compares all districts by county
→Grade progression for individual school districts - how well does your district support literacy skills?
​→Advocate T-shirt $30​ (optional/fundraiser)

​How well are New York's children taught to read?

What are the hidden facts in New York Education Departments' data website?

​According to pre-COVID 2019 NYSED third to eighth-grade students' data, 51% of native English-speaking students and 55% of all students read below grade level (i.e., below the "proficient" level). Appallingly, 65% of African American/Black students, 84% of children in foster care, and 88% of students with disabilities cannot read to a proficient level or are functionally illiterate.
 
That said, 95% of ALL students have the potential to become skilled readers and read at or above grade level if they receive effective Pre-K to 3nd-grade instruction--i.e., instruction containing phonological awareness, phonemes, phonics, and building fluency, vocabulary, and comprehension. 

Take a look at how your school does...(complete list including NYC coming soon)

Don Meichenbaum, one of the world's leading experts on childhood trauma, states:

                                    "….one thing is more important to traumatized children than anything else. More important than therapy, more important than social programs, more important than anything else. The research shows that the single most powerful predictor of their ability to overcome the trauma and survive their circumstances is the ability to read. If they can read, they have a chance to find success in school and overcome all those terrible things in their lives. If they can't, school will only be another source of pain and failure added to all the other sources of pain and failure.  If they can read, they can benefit from therapy and everything else we may try to do for them. If they can't read, all of that is a waste of time".

DONATE: ADVOCATE FOR DISADVANTAGED CHILDREN
​EMPOWER A LIFE

OUR PROGRAMS & WHAT WE DO

ADVOCACY

Our team of advocates and special education teachers work with underprivileged children with dyslexia who struggle with literacy, are not making progress, and not receiving legally entitled services to remediate their learning disability.

​Our special education teachers create education plans to ensure that students receive evidence-based instruction that meets their needs. Additionally, we monitor and chart students' progress to ensure that they stay on track, make meaningful progress, and are fully prepared for college and the workforce.


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ADVOCACY → REFORM

Untreated dyslexia is a symptom of a more extensive misunderstanding about how to teach reading. Therefore, during our advocacy process, we implement a plan that will improve literacy skills for all students.

Furthermore, we are not a teacher training organization. Instead, we identify high-quality, evidence-based professional development and develop a curriculum to ensure implementation at the school. Additionally, we bring in experts to train special education and classroom teachers in more rural areas. Finally, our curriculum ensures that students with dyslexia never fall behind and general education students reach their full potential.

INCARCERATED YOUTHS/ADULTS

We organize dyslexia screening, evaluations, and deliver remediation for incarcerated youths and adults at risk of dyslexia. 

We use evidence-based remediation, including expository writing programs.

​Our special education experts monitor and chart progress, emphasizing preparation for reentry into communities, further education and meaningful careers.


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Support Our Advocacy Work
​Make a PayPal Donation

Is your child struggling at school?

Do they guess at words instead of decoding them?
Do they struggle with spelling?
​Do they struggle with writing?
Are they starting to dislike school?
Are they falling behind?
Did you know that for every year that passes, the hours needed for remediation doubles?

We can help...

Special Education Quality Assurance

THIS IS WORTH A TRY- BUT WHAT THEY CAN DO IS LIMITED
Special Education Quality Assurance oversees preschool and school-age special education services through a quality assurance review process that emphasizes attainment of positive results for student with disabilities. Regional Associates, located in several quality assurance offices across New York State, coordinate the review process and also provide technical assistance to parents, school district personnel, and private providers. 
CALL THE NUMBER FOR YOUR AREA

CALL TO ACTION

VIEW TESTIMONY DOCUMENTS HERE

Make a Difference

Donate to the Dyslexia Advocacy Action Group's year end campaign and give the gift of reading this year. 

Take Action on Literacy Laws

A literacy law to screen and remediate incarcerated individuals needs your support.

  • Screening for risk of dyslexia for incarcerated individuals
  • Identification of dyslexia will initiate evidence-based interventions​

Call Your Assembly and Senate Representatives.
Ask them to sponsor A02062 / S00307