Quick Facts about Decoding Dyslexia:
Founded by a group of passionate and frustrated parents in 2011 who met en route to a learning disability conference in New York City, the organization describes itself as a network of parent-led grassroots movements across the country concerned with the limited access to educational interventions for dyslexia within the public education system.
Since its humble beginnings in 2011, DD groups
have been sprouting up all around the United States, and now sports a group in every state.
Deborah Lynam describes the origins and purpose of Decoding Dyslexia
Each group builds its local movement by networking with families and professionals to gain support for the Decoding Dyslexia mission, tapping their collective voices and talents to advance school and state services for dyslexics.
In June of 2014, Decoding Dyslexia went international with a branch in British Columbia Canada. Shortly after groups popped up in Manitoba, Ontario and Nova Scotia. A Canadian wave has clearly started.
Decoding Dyslexia aims to raise dyslexia
awareness, empower families to support their children and inform
policy-makers on best practices to identify, remediate and support
students with dyslexia.
They advocate for the following policy goals:
Several Decoding groups have been advocating for legislation in support of the groups goals. The New Jersey group, for example, succeeded in getting a piece of legislation passed that supports early dyslexia screening in public schools. The
Bill was signed into law by Governor Chris Christie in January of 2014 and
requires that students with reading difficulties in the earliest grades
be screened by their schools for dyslexia and other reading
disorders. Truly, a remarkable accomplishing for such a young group.
Key sections of the Bill can be found below, or you can read the full text.
Recently Decoding groups, supported by the Yale Center for Creativity and Dyslexia have been lobbying for a federal resolution on dyslexia. Resolution 456 would call on “schools and state and local educational agencies to recognize that dyslexia has significant educational implications that must be addressed.” Below is the full text of the resolution:
Calling on schools and State and local educational agencies to recognize that dyslexia has significant educational implications that must be addressed.
Whereas, defined as an unexpected difficulty in reading in an individual who has the intelligence to be a much better reader, dyslexia reflects a difficulty in getting to the individual sounds of spoken language which typically impacts speaking, reading, spelling, and often, learning a second language;
Whereas dyslexia is highly prevalent, affecting one out of five individuals in some form, and is persistent;
Whereas dyslexia is a paradox, so that often the same individual who has a weakness in decoding or reading fluency also has strengths in higher level cognitive functions such as reasoning, critical thinking, concept formation, and problem solving;
Whereas great progress has been made in understanding dyslexia at a scientific level, including its epidemiology, and cognitive and neurobiological bases;
Whereas diagnosis of dyslexia is critical, and must lead to focused, evidence-
based interventions, necessary accommodations, self-awareness, self-
empowerment, and school and life success: Now, therefore, be it
Resolved, That the House of Representatives calls on schools and
State and local educational agencies to recognize that dyslexia has
significant educational implications that must be addressed.
Over 100 representatives have already
signed on as co-sponsors, though the future of the resolution remains uncertain.
There are lots of ways to get involved:
Back to the top of Decoding Dyslexia