Two years ago, we launched an ambitious initiative to transform how we support our students with dyslexia. As the director of Response to Intervention and Dyslexia for McAllen Independent School District in Texas, I knew we wanted to align ourselves with the science of reading. This body of research is grounded in understanding the connections between phonemic awareness, phonics, fluency, vocabulary and reading comprehension. The evidence was clear that all students benefit from instruction based on the science of reading, including students with dyslexia.
In McAllen ISD, we identified 1,721 students with dyslexia. Some were English language learners, and some were native English speakers. The new state law requiring science-based instruction for students with dyslexia made it a good time for us to change to a more effective instruction model. For that, our teachers needed training and curriculum.
Embarking on the science of reading
We started using Lexia’s Core5 Reading program during the pandemic and were impressed with how well our K-5 students performed. Our teachers liked that it was grounded in the science of reading, so we decided to go all in by having our teachers go through LETRS, the company’s two-year literacy professional learning program, also based on the science of reading. LETRS would equip teachers with foundational knowledge about the science of reading and provide practical strategies to apply this knowledge in the classroom — particularly our dyslexia classrooms.
Our literacy teachers participated in extensive workshops and ongoing training sessions, focusing on applying reading science to daily teaching practices. This was a significant commitment, requiring teachers to embrace new methodologies and adapt their teaching styles to meet the needs of dyslexic learners. The impact of the face-to-face training was incredible, and our teachers were excited to learn how to increase their effectiveness with these learners.
My role as a director wasn’t just about managing curricula but spearheading initiatives that could fundamentally change how these students learn and succeed. So, all of our choices and decisions were made with the student at the center.
During the first year of training, teachers were excited to learn how the brain worked and how reading skills developed. However, in the second year of training, we saw real transformation in how they worked with students — it was so valuable in helping teachers understand a proven way to teach students to read. We have now added Lexia’s literacy intervention for grades 6-12, and the curriculum programs, along with the professional learning, provide a comprehensive program to better support our dyslexic learners.
Expanding our efforts
Students who previously struggled with basic reading began to show remarkable progress. Their success was more than just academic. We also saw improvements in their confidence and engagement in learning. This positive change was supported by data from classroom assessments and standardized tests, which showed notable improvements in reading scores across the board.
During the 2022-23 school year:
- 85% of the K-5 students met the usage recommendations, and 65% of all students advanced one grade level in Core5.
- 83% of students in grades 6-12 who met usage requirements moved up at least two levels by the end of the year. At the beginning of the year, 63% of students were working on at least some foundational skills: word study, grammar and comprehension. By the end of the year, 100% of these students had mastered their foundational skills.
- 100% of teachers agreed the two-year professional development training had enhanced their ability to use research-based practices in their teaching. They also agreed that they can apply the skills and concepts they learned during training.
As we began to experience success, we expanded our efforts and continued adding tools and resources. For example, we integrated technology that specifically supports learners with dyslexia, such as text-to-speech software and specialized reading programs. For teachers, we enhanced our support network so educators could share their challenges and best practices. Their shared background in literacy training and their ongoing work with students fostered a collaborative environment that emphasized continual learning and adjustment.
We also strengthened the bridge between schools and homes. We hosted community workshops and provided resources for parents, helping them understand dyslexia better and engage more effectively in their children’s education. This community approach helped demystify dyslexia, reduce stigma and promote a more supportive environment for students at home and school.
The future
Using the literacy program during the pandemic and seeing how the data could drive instruction was an eye-opener for us. It made us curious about what else we might accomplish if we dove deep into the science of reading methodology and provided top-notch professional development for our teachers. Our buy-in from teachers was easier because they had already seen how the program worked. They were eager to get the training.
Even though there was a lot of collaboration, there was also competition, with teachers and now principals wanting to show the best results in the district. Principals and teachers are now reflecting on the data and asking the right questions about what individual students need for better outcomes.
This comprehensive, science-of-reading-based system in our schools has prepared us for the changes in the current school year for our students with dyslexia. Every student will be screened in kindergarten, and those with dyslexia will have a prescribed path through our system. With our new science of reading strategies, we’ll be able to equip all our students for improved academic outcomes and satisfying careers, including those students with dyslexia.
Opinions expressed by SmartBrief contributors are their own.
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