Students across Connecticut have returned to the classroom for another year of learning. This year a new law will have gone into effect, helping educators identify students with dyslexia and give them the help they need.
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Public Act 16-92 was something I worked on with advocates, incorporating the suggestions of parents and students who came to the capitol to testify in support of its passage.
The law ensures that educators seeking endorsement as a remedial reading, a remedial language arts or a reading specialist be equipped to engage and educate students with dyslexia.
Remedial reading teachers will now need to complete a reading and language diagnosis and remediation program of study. Educators will receive instruction, including supervised practicum hours, on the diagnosis and remediation of dyslexia, aligned with evidenced-based structured literacy interventions that have been proven to help these students become better readers.
It has been estimated that 15-20% of children are affected by dyslexia. The condition can make otherwise good students struggle with reading, spelling and word recognition. The signs of dyslexia include difficulty reading single words and linking letters with sounds, confusing small words, and writing letters or words backwards.
This new law will allow these teachers to be better equipped to identify the condition and come to the aid of their students. Parents who think their children may have dyslexia should speak to their child’s pediatrician, teacher, or school counselor for help.
Early identification and intervention is so important for students with dyslexia.
It is my hope that this new law will help teachers and parents identify the symptoms of dyslexia and enhance the quality of education that we provide to them. All students should be given the resources they need to succeed, and I believe that this bill helps us continue to do that.