What’s new in literacy, dyslexia laws
MEA member Andrea Ward knows the devastating effects that reading struggles can have on a child’s self-esteem. Ward was diagnosed with dyslexia in fifth grade and has dedicated her life to helping others who struggle in school.
“Reading struggles shape who (kids) think they are and what they believe about their ability levels,” she said. “I remember believing that I was less capable, less able than my peers.”
A special education teacher in Grosse Pointe, Ward appreciates Michigan’s new literacy and dyslexia laws — passed by the Legislature with bipartisan support and signed by Gov. Gretchen Whitmer in 2024. Both measures go into effect in the 2027-28 school year.
The laws require school districts to train teachers in the body of research known as the science of reading and use evidence-based curriculum for whole-class instruction and targeted interventions. Each year K-3 students must be screened for dyslexia.
K-3 assessments and reading plans required under the Read by Grade Three law remain.
The state has issued a preliminary list of approved assessments and curricula for use in instruction, monitoring and targeted support. The vetting process continues through Sept. 30.
For decades, so-called “Reading Wars” have debated the primacy of phonics or whole language instruction. Explicit teaching of phonics was overlooked despite research showing its efficacy.
“It can’t be one or the other,” said Ward, who holds a master’s degree in special education and a doctorate in leadership. “There needs to be a balance between good text and good instruction.”
Ward hopes the laws will prevent children from slipping through cracks in the system, which will require adequate training and supports for teachers as part of a long-term commitment.
“This can’t be this year’s or this decade’s fad,” Ward said, also warning against over-reliance on technology. “There’s no replacement for a skilled, well-trained teacher working with a student.”
Related Stories:
