With support, students with dyslexia and other learning disorders can thrive

Reading and writing are vital everyday tasks: Ordering from a menu, sending a birthday card, or paying bills online are things fluent readers and writers take for granted. But for those struggling with dyslexia or other reading and learning difficulties, such tasks can be daunting. Challenges often arise in young students and the effects can echo throughout a lifetime.

“Struggles with these daily tasks can really contribute to one’s low self esteem and anxiety, some academic underachievement, difficulties in the workplace and even social impact that can go into adulthood,” says Dr. Bonnie Garcia, Statewide Literacy Co-Director with the California Department of Education. “Having these experiences day after day can be very taxing, and it can really just take the joy out of learning. Our students really do deserve better than that.”

Dyslexia is a learning disorder that can affect the ability to connect speech sounds with letters and words, making understanding what one reads difficult. Reading comprehension problems interfere with students’ academic abilities in all subjects, even math and science. Dyslexia is neither a measure of intelligence, nor a phase one grows out of.

“Having supports for academics, having supports for social emotional growth, and providing students accommodations as needed can really help manage and overcome some of those challenges,” says Garcia.

“It is the science of reading and language and development, and being able to share those best practices and doing so comprehensively across the state is really important.”

Dr. Bonnie Garcia, Co-director of Statewide Literacy, California Department of Education

Science- and evidence-based practices

In support of districts, schools and educators, the Sacramento County Office of Education (SCOE) has a long history with leading the California Dyslexia Initiative statewide and has now launched its Sacramento County READS literacy initiative to nurture readers and promote literacy success. This more recent initiative aims to implement comprehensive science- and evidence-based practices in schools throughout the county, not only to give students a sound literacy foundation, but also to identify and support those who need additional help and intervention. And while early intervention is ideal, there is support for students at every grade and ability level to develop successful learning strategies and ensure students are able to meet age- and grade level-appropriate milestones. Science- and evidence-based practices and screenings include:

• Education Code Section 53008, which requires early screening for risk or reading difficulties for students in kindergarten through second grade. Adopted in 2024, the goal is early identification of students who may be at risk for reading difficulties.
• A focus on literacy starting in preschool and transitional kindergarten as well as intensified instruction for students identified as at-risk, including diagnostic assessments and frequently monitored progress.
• The California Dyslexia Guidelines, that highlight best practices including a structured literacy approach to instruction, multi-tiered levels of support and inclusive teaching methods, materials, assessments and interventions.
• The California Department of Education’s English Language Arts/English Language Development (ELA/ELD) Framework, a guidance document about what and how to teach.

“Our ELA/ELD framework and our standards are to support teachers and parents in implementing best practices as they guide students through reading and writing achievement,” says Garcia, who describes the framework as California’s North Star for literacy. “It is the science of reading and language and development, and being able to share those best practices and doing so comprehensively across the state is really important.”

While SCOE arms educators with science-backed tools and guidelines, it also encourages support at home as well as in school. Garcia says communication and consistency between the classroom and home is key for students’ success.

“It makes it a priority in both spaces, and therefore it’s going to make it a priority for the student,” she says. “That communication between the families and educators is really, really pivotal.”

For more information about SCOE’s Sacramento County READS Literacy Initiative, visit www.scoe.net/sacramentocountyreads.