As Attention to Dyslexia Screening Grows, More Experts are Needed

At SHU, you can learn the skills and knowledge to help all students excel at literacy

It is estimated that as many as 15 to 20 percent of the U.S. population has some form of dyslexia, a language-based learning disability. Those who have it struggle with writing, spelling, processing, understanding and remembering words, along with other challenges.

In October, countries around the world mark Dyslexia Awareness Month. In the U.S., awareness has grown about dyslexia and how better to support and teach individuals with reading disabilities. More than 40 states now call for universal screening for dyslexia for students in early grades, such as kindergarten through grade 3.

Given the trend, more teachers will be needed who can use the latest tools to screen and assess students, as well as develop instructional approaches that lead to success and future potential. We spoke with faculty in SHU’s Isabelle Farrington College of Education & Human Development (FCEHD) about how SHU is preparing classroom teachers, specialists and educational leaders to help students with dyslexia and other reading disabilities.

Why should today’s educators have a comprehensive understanding of literacy learning disabilities?

“When you think about how to best serve students who have dyslexia or other challenges with reading and writing, it requires a comprehensive look at data and a multi-tiered system of support,” said Kristin Rainville, Sacred Heart’s literacy program director. “The classroom teacher is that first-level of support, so it is essential that they have the knowledge and skills to provide evidence-based instruction, identify any concerns through universal screeners and provide targeted instruction as early as possible.”

Rainville added that all levels of educators should be able to identify learners who need more support. These can include specialists and administrators. “A cohesive approach or vision about literacy teaching and learning, which includes knowledge about the social, emotional and academic needs of students with dyslexia and other reading difficulties, helps ensure that students are identified early and the people with the expertise to meet their needs are in place to support them in reaching their goals.”

Katie Egan Cunningham, director for teacher education, recently published her fourth textbook, Shifting the Balance, 3-5: 6 Ways to Bring the Science of Reading into the Upper Elementary Classroom. She noted that early screening for dyslexia and other literacy learning disabilities is critical to catching readers before they fail. Early intervention is crucial for literacy development and learning, she said, adding that it opens future opportunities across a person’s lifetime.

What are some of today’s screening tools and assessment techniques?

“While there is no single test to determine if someone has dyslexia, early screening can help identify red flags and patterns in children that get them the help they need as well as further testing,” Cunningham said.

Today, she said, touchscreen technologies and audio recording tools help educators to assess listening comprehension and phonological awareness (the ability to listen and manipulate sounds). Educators also identify struggling readers and develop reading intervention strategies drawing on the science of reading—a wide-body of interdisciplinary research across education, psychology and neuroscience, as well as evidence-based practices. It reflects a nationwide shift in how literacy is taught to students, Rainville said.

How is SHU preparing today and tomorrow’s educators to better serve all students?

Several years ago, the literary programs offered through the FCEHD were redesigned to align with the science of reading. In addition, there are multiple opportunities for students to hone their skills in clinical experiences, including one-on-one tutoring, mentoring, coaching and leading professional learning experiences.

“We’ve redesigned all of our coursework to ensure that all teachers, not just specialists, are given instruction on how to best assess and teach literacy,” Rainville said. “With this approach, teachers, literacy specialists and educational leaders work in concert to meet the needs of all of our children in school, especially those with reading disabilities.”

This approach, Cunningham said, helps create a generation of teachers and educational leaders who recognize warning signs early and can foster better readers. In doing so, they address the social and emotional impact that reading failure—if undetected—can have on a person’s life.

“All teachers benefit from advanced training in dyslexia,” Cunningham added. “It’s a huge need in our schools right now. Knowledge of dyslexia and how to best support all students through structured literacy practices immensely expands career opportunities for our SHU students.”

Sacred Heart’s Paths to Literacy Specialization

If you aspire to become a reading specialist or teacher, special educator, literacy coach or reading curriculum developer, SHU offers many opportunities to carve out a career helping children with dyslexia and other literacy learning disabilities. Or you may be an educational or district leader who wants to expand your expertise with additional literacy credentials.

“It is unique that SHU’s elementary, special education and literacy specialist programs are all aligned in terms of philosophy and approach,” said Sally Drew, associate professor of teacher education and program director of special education in the FCEHD. “Another benefit is that our programs also focus on evidence-based writing instruction. Reading needs are typically emphasized for students with dyslexia, but writing is actually a more persistent and lifelong difficulty for these individuals.”

There are several paths you can take across SHU’s graduate programs and certificates in literacy and education. To learn more, contact Whitney Kolwicz, director of graduate admissions and recruitment, at kolwiczw@sacredheart.edu or schedule an appointment today.