In this ap, we were tasked with writing a letter to our individual rep, addressing pending legislation we feel strongly about. We had an FE guest come in to talk about environmental justice, and legislation around the issues they deal with. This gave us a better understanding of what exactly it was like to fight for something we are passionate about, and what the steps are to passing Your legislation. I chose to focus on a bill regulating dyslexia screening in school systems, as there is a lack of recourses for students who may be struggling academically due to dyslexia.
The Letter
State Rep Ann Williams
1726 West Belmont Avenue
Chicago, IL 60657
Phone: (773) 880-9082
Fax: (773) 880-9083
Dear State Representative Williams:
How would it feel to be in school and not be able to read? As a high school student, one might think dyslexia is not an important issue but I can assure you that it is. Many students are falling through the cracks in schools and there is no good reason. This is particularly true for those students that have dyslexia. There are plenty of resources available to understand dyslexia and how to treat it once its identified. The problem is the schools do not want to take the time to properly train. I am sure this resonates with you especially with your proposed legislation that you are fighting to obtain. Every child has the right to an education where they receive appropriate services based on their need which is why proper training and screenings need to be included in schools so children with dyslexia receive correct interventions.
The rights of children are failing when it comes to those with dyslexia. The Science of Reading has become the forefront of education. Research shows that some schools still use methods of reading instruction based on “cueing” instead of, or alongside, “phonics instruction”. (Really Great Reading). The National Reading Panel (NRP) report in 2000 identified these five elements that are key to reading success: Comprehension, Fluency, Vocabulary, Phonics and Phonemic Awareness. These components are what is needed to address the reading issues in classrooms that are affecting children in schools. As a student, I can remember kids struggling in school to learn how to read. While I did not have the issue, it makes me sad that today, with all of the research and technology, schools in the Chicago area are not leading the way in terms of reading scores.
As you have proposed, your current legislation addresses dyslexia and how it is screened in school. It is asking that there are dyslexia specialists employed at schools to help identify those students at risk and if a student is determined to have dyslexia the school district must administer a screening and if found that the student has dyslexia, a structured literacy approach must be implemented. This is a critical step in helping to prevent those students from falling through the cracks and growing up in a school system that cannot support them. Those that oppose might say this is not needed and there are plenty of programs there to help students read. However, current statistics show that “over 26% of Chicago Public Schools 11 graders were at grade level in reading” (Illinois Policy). 26% is abominable to be reading at grade level as a junior in high school. That means that 74% of the remaining students are below grade level. As a junior in high school, I find this atrocious and unbelievable.
Dyslexia is a reading disorder that affects many students. Schools should do a better job of supporting those students with dyslexia and trying to prevent any further difficulties with correct reading programs. If schools had these programs, then maybe kids would not grow up with having reading disabilities not addressed in school. With the proper training, teachers could reach kids when they are learning to read so they do not grow up in a system where they leave high school and enter the world as a non-reader. It is not right. We have to keep fighting.
Sincerely,
Nathan Overmier
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