The current wave of dyslexia legislation backed by the science of reading is the latest literacy policy added to a decades-long list. Teachers, whose voices were largely excluded, are key stakeholders in any literacy policy initiative and are well-suited to inform policymakers about the complexities of teaching readers who struggle, including those diagnosed with dyslexia. This article previews the implications of legislation that narrowly focuses on “science” and disregards unique individual reader profiles. This article encourages teachers to get involved with policy that impacts their practices and provides suggestions to ensure their voices are included in this and future initiatives.
Howe, Kathleen S. and Roop, Teddy D.
"Missing Pieces and Voices: Steps for Teachers to Engage in Science of Reading Policy and Practice,"
Michigan Reading Journal: Vol. 54:
1, Article 9.
Available at: https://scholarworks.gvsu.edu/mrj/vol54/iss1/9
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