Our Mission
Decoding Dyslexia – MA is a grassroots movement driven by parents, educators and
professionals concerned with the limited access to research based interventions for dyslexia.
We are inspired by and collaborating with other Decoding Dyslexia groups nationwide.
We aim to raise awareness, to empower students with dyslexia and their families, and
to inform policy makers on best practices to identify, remediate, and support students with
dyslexia in Massachusetts public schools and institutions of higher learning.
professionals concerned with the limited access to research based interventions for dyslexia.
We are inspired by and collaborating with other Decoding Dyslexia groups nationwide.
We aim to raise awareness, to empower students with dyslexia and their families, and
to inform policy makers on best practices to identify, remediate, and support students with
dyslexia in Massachusetts public schools and institutions of higher learning.
Empowering with Awareness
- Working to spread research based, medically accepted information that identifies dyslexia and proven interventions
- Reaching out to policy makers to inform them of the number of students failing or struggling with dyslexia
- Sharing individual stories covering a broad spectrum of the dyslexic experience in the classroom, in the arts, and in the corporate world
Current Goals
We aim to raise dyslexia awareness, empower families to support their children, inform policy-makers on best practices to identify, remediate, and support students with dyslexia in the Commonwealth of Massachusetts.
1. Legal recognition in the Commonwealth of Massachusetts of a science based definition of dyslexia, accepted recognized
by neuroscience.
(Suggested scientific definition(s): The National Institute of health, NIH or NICHD, and the International Dyslexia Association
have a shared agreed definition.)
2. Early screening for dyslexia. Research shows definitively that dyslexia exists at birth and can be screened for at risk signs before reading instruction validly and economically at age 5. Learn More, each link connects to another article.
3. Evidence-based education and remediation programs for general and special education students who show signs of dyslexia. Not all students with signs of dyslexia will need special education if identified early and intervention is evidence based for dyslexia these students can learn to read before third grade; closing the "gap" before it begins.
4. Teacher training on dyslexia, its warning signs, best practices, and accommodation strategies that help students with dyslexia.
5. Raise parent and student awareness of dyslexia, the challenges it presents and very real possibility of success with proper intervention.
1. Legal recognition in the Commonwealth of Massachusetts of a science based definition of dyslexia, accepted recognized
by neuroscience.
(Suggested scientific definition(s): The National Institute of health, NIH or NICHD, and the International Dyslexia Association
have a shared agreed definition.)
2. Early screening for dyslexia. Research shows definitively that dyslexia exists at birth and can be screened for at risk signs before reading instruction validly and economically at age 5. Learn More, each link connects to another article.
3. Evidence-based education and remediation programs for general and special education students who show signs of dyslexia. Not all students with signs of dyslexia will need special education if identified early and intervention is evidence based for dyslexia these students can learn to read before third grade; closing the "gap" before it begins.
4. Teacher training on dyslexia, its warning signs, best practices, and accommodation strategies that help students with dyslexia.
5. Raise parent and student awareness of dyslexia, the challenges it presents and very real possibility of success with proper intervention.
