My Child Can’t Read: A Heartland Crisis

S4 Bonus /// What it Looks Like When it Works

What if the question isn’t whether children can learn to read— but whether we’ve built systems that actually teach them?
In this episode, we step inside a real example of what happens when research, instruction, leadership, and community support are aligned. Through the story of the Phillips Fundamental Learning Center, we explore what it actually takes to move from awareness to implementation—and what becomes possible when we do.
This isn’t theory. This is what it looks like when it works.
And maybe more importantly—this episode asks us to sit with a harder truth:
We don’t need more awareness alone. We need alignment. We need implementation. We need systems built around what we already know works.
Because literacy is not a mystery.
And when we choose to build for it— change doesn’t just become possible.
It becomes visible.
You’ll Hear:
Cece Woolf — a former classroom teacher who reveals the moment she realized something wasn’t adding up—and how understanding how children learn to read changed everything.
Dana Hensley — early PFLC board member, sharing how vision, leadership, and persistence helped transform an idea into a lasting organization.
Bunny Hill — educator and literacy advocate, illustrating both the reality of student struggle and the transformation that happens when instruction finally meets the learner.
Marietta Wetzel — parent perspective on the power of assessment, early intervention, and what happens when schools, families, and specialists work together.
Karen [Last Name] — capital campaign leader, offering insight into how belief becomes infrastructure—and the moments that helped others understand the mission.
James Franko — from the Kansas Policy Institute, offering perspective on the systemic barriers shaping literacy outcomes.
Jill Hodge — educator, trainer, and school board member, sharing what she’s seeing across districts as awareness—and change—begins to grow.
Sheree Utash — higher education and workforce leader, connecting literacy to opportunity, workforce readiness, and long-term community impact.
In This Episode, We Explore:
What happens when teachers are never taught how to teach reading
The difference between student ability and instructional access
Why assessment can change not just outcomes—but identity
How alignment between schools, families, and specialists changes everything
The real work behind building sustainable solutions—not just ideas
Why literacy is not just an education issue—but a systems issue
Resources & References:
Structured Literacy (International Dyslexia Association): https://dyslexiaida.org/structured-literacy/
Kansas Literacy Initiatives (KSDE): https://www.ksde.org/Agency/Division-of-Learning-Services/English-Language-Arts/Literacy
Kansas Policy Institute: https://kansaspolicy.org/
Phillips Fundamental Learning Center: https://www.funlearn.org/
If This Episode Resonated:
Sit with it.
Then share this episode with someone—a parent, a teacher, a leader.
And if this conversation helped you see things differently, a quick rating or review helps more people find it—and helps this message reach the people who need it most.
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S4E5 /// Who Holds the Education Power in Kansas?

If we know how children learn to read—why hasn’t it reached every classroom?
In this episode, we examine who holds the power to shape education in Kansas—and what happens when policy, preparation, and practice aren’t aligned.
From state-level decision-making to classroom reality, this conversation explores why change is complex… and what it actually takes to ensure every child receives instruction that works.
This isn’t just about systems. It’s about outcomes—and what responsibility demands when proof already exists.
In This Episode You'll Hear:
How the Kansas State Board of Education shapes public education—and where real authority lives
Why policy alone doesn’t guarantee classroom change, and what happens in the gap between decisions and practice
The real constraints behind funding, timelines, and implementation at the state and local level
How gaps in dyslexia recognition and support have impacted students—and why that matters beyond reading
Why alignment—not blame—is the key to meaningful accountability
What actually changes outcomes for students learning to read—and where we’ve seen it work
Voices from across the system, including:
Jeanine Phillips — Founder, Phillips Fundamental Learning Center
James Franko — Kansas Policy Institute
REFERENCES & RESOURCES
Research & National Context
Understanding how children learn to read—and where systems have fallen short:
National Reading Panel (2000)
Individuals with Disabilities Education Act (IDEA)
Reading Universe — Science of Reading Research Hub
AACTE Teacher Preparation Initiative (2026 Proposal)
Season 3, Episode 2 — Parent Advocacy 101: Fighting for Your Child’s Right to Read (For a deeper explanation of Kansas’ education governance structure)
Kansas Policy & Governance
How education is structured—and who holds responsibility in Kansas:
Kansas Constitution, Article 6, Section 2 — State Board of Education (General Supervision)https://www.ksrevisor.org/statutes/constitution/chapter6.html#section2
Kansas Constitution, Article 6, Section 4 — Commissioner of Educationhttps://www.ksrevisor.org/statutes/constitution/chapter6.html#section4
Kansas State Board of Education — Overviewhttps://www.ksde.org/About-Us/State-Board-of-Education
Kansas State Department of Education (KSDE) — Abouthttps://www.ksde.org/About-Us
Kansas Literacy Policy & Implementation
Where research meets policy—and where gaps can still occur:
Kansas House Bill 2322 (2023 — Dyslexia Legislation)
Kansas Blueprint for Literacy
Funding & System Structure
How resources are allocated—and why alignment matters:
Kansas Special Education Funding Overview (KSDE)
Kansas State Department of Education — School Finance & Data Centralhttps://datacentral.ksde.orghttps://www.ksde.org/Agency/Fiscal-and-Administrative-Services/School-Finance
National Center for Education Statistics (NCES) — Education Spending Data
These resources are here to help you better understand the systems shaping literacy in Kansas—and the role each of us can play in moving forward.
🤝 FOLLOW & SHARE
If this episode helped you understand the system behind the reading crisis— share it with a parent, educator, or leader in your community.
Because when more people understand how the system works… change becomes possible.
SUPPORT THE WORK 
Your support of the Phillips Fundamental Learning Center helps fund:
Student assessments
Evidence-based teaching resources
Teacher training grounded in the Science of Reading
Scholarships for profoundly dyslexic students to attend our school
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S4E4 /// Why Policy Alone Isn't Enough

What if the problem isn’t that we don’t know what works—but that everything around it is out of sync?
In this episode, we explore the growing gap between policy and practice, where teacher preparation, curriculum, and classroom expectations often operate in silos. We unpack what happens when reading struggles go unidentified—and how those challenges extend far beyond the classroom, shaping behavior, confidence, and long-term outcomes.
Featuring a closer look at the role of the Kansas State Board of Education, this conversation reveals the limits of policy alone—and why real change depends on alignment, not blame. Because when systems begin to work together, every child has a real chance to learn to read.
In This Episode You’ll Hear:
Reid Lyon — National Institutes of Health researcher on reading science
Rob Eagan — Advocate and policy voice on dyslexia recognition and implementation in Kansas 
Tim Odegard — Why policy without systems, time, and tools fails to translate into classroom change
Dana Hensley — The gap between understanding reading science and actually applying it in real classrooms
Sheree Utash — What it means when 60% of students arrive needing remediation—and what that reveals about earlier instruction
Savannah Ball — How reading struggles show up in the community through avoidance, confidence, and access
Judge Richard Macias — The patterns he sees in juvenile court—and how reading difficulties connect to broader life outcomes
Jeanine Phillips — Without structured literacy training instructors will never know how much impact they could have had.
Betty Arnold — Why addressing literacy requires resources, awareness, and a system prepared to meet diverse student needs
Resources & References:
Kansas State Board of Education
Kansas Blueprint for Literacy
Phillips Fundamental Learning Center (PFLC)
Sold a Story Podcast by Emily Hanford
Science of Reading research (National Reading Panel)
If this episode helped you better understand the system behind reading outcomes—
Share it with a parent, educator, or policymaker
Leave a review to help more people find this conversation
And follow the podcast so you don’t miss what comes next
Because change doesn’t happen in isolation— it happens when more people understand the system… and choose to act.
 
In Episode 5, we go deeper into the question this episode leaves behind:
👉 Who actually holds the power to change literacy outcomes in Kansas— and what will it take to move from policy to real results?
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S4E3 /// When Proof Exists: What Responsibility Demands

What does the research actually say about how children learn to read—and why hasn’t it reached every classroom?
In this episode, we examine decades of reading science alongside the real experiences of teachers, parents, and students. From the National Institutes of Health to classrooms across Kansas, the evidence is clear: we know how children learn to read.
So why are so many still being left behind?
As national organizations call for a $2.5 billion overhaul of teacher preparation, a deeper truth emerges—this isn’t just a reading crisis.
It’s a teacher preparation crisis.
If we know how children learn to read…why weren’t teachers taught it?
In This Episode, You’ll Hear
Dr. Reid Lyon (NIH): Decades of research showing we’ve long understood how reading develops
Neil Zoglmann (teacher): What it feels like to be trained in methods that don’t align with research
Dana Hensley (retired principal): Why teachers leave training without practical tools
Amy Nolan (professor): How literacy gaps show up in college students
Savannah Ball (Wichita Public Library): What struggling readers look like in real life
Tammi Hope (Rolph Literacy Academy): What happens when instruction finally aligns with the brain
Heather Mora (parent): How the right instruction changed her child’s life
Dr. Tim Odegard (researcher): Why preparation and classroom practice must align
Dr. Carolynn Carlson (Washburn University): What responsible teacher preparation should look like
Key References & Sources
Teacher Preparation & Policy
Education Week (2026): $2.5B teacher prep proposal
American Association of Colleges for Teacher Education
Science of Reading
National Reading Panel (2000)
Reading Universe — Ten Maxims
International Dyslexia Association
National Reporting
Sold a Story — Emily Hanford 
Kansas Context
Kansas State Department of Education 
Kansas House Bill 2322 (2023)
Follow + Share
If this episode resonated with you, follow the podcast and share it with a parent, teacher, or policymaker.
Because change doesn’t start in systems—it starts with awareness.
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S4E2 /// The Adults in the Middle

In this episode of My Child Can’t Read: A Heartland Crisis, we move up the ladder of responsibility to examine the adults caught in the middle of the literacy crisis. Teachers, administrators, and community members care deeply and take action—but knowledge gaps, systemic limits, and bureaucratic obstacles often stop even the most well-intentioned efforts. From classroom struggles to a privately funded structured literacy pilot that transformed students’ reading outcomes, we explore how adult action can help—and how the system can still block progress. By the end of the episode, we ask the hard question: Then who is actually holding the power?
In This Episode, You’ll Hear From:
Neal Zoglmann – Middle school SPED teacher; shares the challenge of learning evidence-based literacy while university programs continue to teach outdated methods.
Jaime Alford – Former principal and director of graduate workshops; discusses the emotional burden teachers carry, the “knowing-doing gap,” and the story of the Downing Project.
Michelle Schmidt – Teacher; highlights student growth and self-advocacy through structured literacy.
Joyce Temanson – Teacher; shares how professional development transformed her understanding of the Science of Reading.
Bunny Hill – Administrator; reflects on systemic friction and the limits of teacher agency.
Dana Hensley – Administrator; demonstrates how even knowledgeable teachers struggle to implement practices without structural support.
Analyssa Noe – Founder of Cardinal Academy; describes how discovering the science of reading transformed a rural micro-school where most students entered behind in reading.
Heather Mora – Parent; illustrates how gaps in adult preparation directly impact students and families.
Resources & References:
Phillips Fundamental Learning Center: https://phillipsfundamental.org
BuzzFeed News: Teachers Reveal What No One Wants To Admit About Literacy Education
IDEA & Special Education Law Overview
Sold a Story Podcast by Emily Hanford and AMP Reports
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S4E1 /// The State of Literacy: What We're Really Living With

We begin Season 4 not with policy — but with harm.
This episode centers the children and families who have borne the greatest cost of reading failure. Before we examine systems, infrastructure, and preparation, we must confront what literacy breakdown actually feels like in homes and classrooms.
Reading failure is not neutral. And it is not rare.
In This Episode, You’ll Hear From:
Jamie Beck – Kansas mother sharing the emotional toll of watching her son shrink himself to avoid being called on to read.
Marietta Wetzel – Parent describing how high grades masked deep anxiety and self-doubt in her son.
Alana McWilliams – Mother reflecting on the duality of dyslexia: brilliance and shutdown — and what changed when instruction aligned with how the brain learns to read.
Charlie Beck – High school senior describing what it felt like to avoid school altogether.
Payton Siemens – Speech-Language Pathologist recalling the moment she realized she was “behind” her siblings.
Cooper Phillips – Adult professional reflecting on childhood guilt and internalized failure.
Milo Swanson – Sixth grader sharing what undiagnosed dyslexia felt like — and how understanding changed his identity.
Hadlie Swanson – Eighth Grade student describing what it felt like to repeatedly ask for help and be ignored.
Emmie Johnston – Young adult reading instructor and literacy advocate explaining how effort was misread as laziness — and the lasting damage that caused.
Michelle Schmidt – Structured literacy teacher describing the confidence shift that occurs when children are explicitly taught the code.
Dr. Janelle Tideman – Clinical psychologist explaining the consequences of delayed identification and what parents are legally entitled to request.
Dr. Stone – Retired Psychologist describing how dyslexic strengths are often overshadowed by classroom focus on weaknesses.
Dr. David Hurford – Researcher at The Center for Reading at Pittsburg State explaining why reading is not mysterious — and how explicit decoding instruction works.
📚 Resources Mentioned
Overcoming Dyslexia by Sally Shaywitz
Evaluation rights under the Individuals with Disabilities Education Act (IDEA)
Structured literacy and explicit decoding instruction research
Resource Links:
International Dyslexia Association (IDA)Science of Reading, dyslexia fact sheets, structured literacy info
The Reading League Research-backed resources on the Science of Reading
National Center on Improving Literacy (NCIL) Parent-friendly literacy screening and intervention guidance
National Institute of Child Health and Human Development (NICHD)Reading development research
Children and Adults with Attention-Deficit/Hyperactivity Disorder (CHADD)
Guidance on Requesting School Evaluations
Understood.org – How to Request an EvaluationStep-by-step guide for parents
Wrightslaw – Requesting an IEP Evaluation (Sample Letters Included)
SPED Boss® (Karen Mayer-Cunningham) Parent advocacy education, IEP guidance, documentation tools. 👉 Listen to Season 3 conversation with SPED Boss® on navigating school evaluations and advocacy.”
The Reading League – Defining Guide to Evidence-Based Reading Instruction
What Works Clearinghouse – Literacy Interventions
Center for Parent Information & Resources (CPIR) State-by-state parent centers
Kansas Special Education Services (KSDE)
 
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Season 4 Trailer

 Next season on My Child Can’t Read: A Heartland Crisis… we’re widening the lens.
For the past three seasons, we’ve told the stories of parents, teachers, and children fighting for the right to read —often inside systems that weren’t built to help them.
We listened to the pain.We traced the history.We followed the science.
And along the way, something became clear.
This isn’t just a personal crisis.
It’s a systemic one.
So now, we’re asking a bigger question:
What is the state of literacy in America — really?
Welcome to Season 4: The State of Literacy —where we zoom out to examine the forces shaping children’s liveslong before they ever pick up a book.
This season doesn’t start with debate.
It starts with harm.
We follow that harm upward —from children and families,to classrooms,to policy,to institutions that prepare educators.
Because once the evidence is clear,once solutions are proven,
neutrality disappears.
Season 4 traces a single arc:
From proof — to responsibility.
You’ll hear from families living with the cost of reading failure.Teachers caught between what they were taught and what their students need.Policymakers navigating mandates without infrastructure.Researchers who have been sounding the alarm for decades.
And finally —you’ll see what it looks like when responsibility is actually carried forward.
Because here’s the truth:
We already know how to teach every child to read.
What we haven’t done — not yet — is build the will, the systems, and the courageto make it happen everywhere.
Season 4 is about facing that truth —and asking what responsibility demands next.
The State of Literacy.Season 4 of My Child Can’t Read: A Heartland Crisis.
New episodes begin March 3, 2026.
 
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S3 Bonus /// Joyce S. Pickering: The Elder of the Revolution

In this special bonus episode, Jesica Glover sits down with Dr. Joyce S. Pickering — a globally respected leader in literacy, learning differences, teacher training, and multisensory instruction. With more than fifty years devoted to helping children with language-based learning differences, Dr. Pickering’s wisdom offers a rare, grounding perspective in the midst of America’s literacy reform movement.
Through deeply personal stories and decades of experience across Montessori, speech-language pathology, and structured literacy intervention, Dr. Pickering reflects on what has changed, what still hasn’t, and what future generations of educators must carry forward. This conversation is equal parts history lesson, masterclass, and call to courage.
If you are a teacher, parent, policymaker, or advocate navigating a system in need of transformation, Dr. Pickering’s voice will feel like an anchor — steady, clear, and profoundly compassionate.
In This Episode, You’ll Hear:
How Dr. Pickering’s early clinical work led her to Montessori education and eventually to developing the Shelton Model of Education.
Why she believes today’s reading crisis is both preventable and solvable.
Her reflections on the rise of dyslexia identification — and the misconceptions that still persist.
What she’s learned after training thousands of educators in structured, multisensory instruction.
Her call to parents and teachers: "You are not helpless. Knowledge gives you power — and responsibility."
Key Quote
“If we don’t prepare teachers, we fail children. And when we fail children, it reverberates through their entire lives.” — Dr. Joyce S. Pickering
Call to Action
If Dr. Pickering’s message moved you, please share this episode with one teacher or one parent who needs encouragement right now. And if you’d like to support teacher training or structured literacy efforts in your community, visit the Shelton School & Evaluation Center’s resources to learn more about their impact.
 Sources
Academic Language Therapy Association (ALTA). “Luke Waites ALTA Award of Service: Joyce Pickering (2019).” ALTA Awards, https://www.altaread.org/about/alta-awards/ (See Joyce Pickering listed as 2019 recipient). altaread.org+2altaread.org+2
International Multisensory Structured Language Education Council (IMSLEC). “History & Development.” https://www.imslec.org/history.asp (Includes reference to Joyce Pickering’s role and the development of accreditation and standards). imslec.org+1
Shelton School & Evaluation Center. “Joyce and Bob Pickering – Donor Story.” https://sheltongiving.org/?pageID=3&storyNum=26 (Bio of Joyce Pickering’s work at Shelton School, her background, and lifelong commitment). sheltongiving.org
“Spotlight Dr. Joyce Pickering.” Baan Dek, blog post, Oct 2013 (or earlier) — includes early career background, Montessori work, and service history. Baan Dek
“Training – Shelton School MSLE Training Courses.” PDF catalog describing Shelton’s MSLE courses and Joyce Pickering as Executive Director Emerita and instructor. https://resources.finalsite.net/images/v1616609702/shelton/oxbsefo5sstht2qc7ufq/SheltonTraining2021comp4c.pdf Cloudinary
 
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S3E5 /// When the System Says No: Grassroots Organizing

In rural Kansas, access to reading specialists, dyslexia services, and evidence-based literacy instruction can be limited — or completely unavailable. When schools say “wait and see,” families are often left navigating the system alone.
In this episode, we tell the story of what happens when the system says no — and communities rise.
You’ll hear how parents, teachers, and local advocates organize, train, and create solutions from the ground up — filling gaps left by underfunded systems and transforming reading outcomes for children who were once overlooked.
This is a story about grassroots advocacy, structured literacy, and the power of ordinary people refusing to accept that reading failure is inevitable.
IN THIS EPISODE, YOU’LL HEAR FROM:
Jen Barrett — Kansas mom A parent whose experience reveals the emotional and financial toll families face when early concerns are dismissed and meaningful support is delayed.
Michelle Schmidt — Kansas educator & reading interventionist A veteran teacher reflecting on what she was never taught about how reading works — and how structured literacy training changed everything.
Heather Mora — Kansas mom & grassroots literacy advocate A parent whose advocacy reshaped how her district understands dyslexia and literacy instruction.
Alana McWilliams — Kansas mom & grassroots literacy advocate A powerful voice on why early identification matters — and the lasting cost of waiting.
Dr. Timothy Odegard — Dyslexia researcher A national expert explaining why literacy laws alone don’t solve the reading crisis — and why communities often carry the work forward.
YOU’LL LEARN:
Why rural families struggle to access dyslexia screening and reading intervention
How grassroots organizing fills gaps when systems fall short
Why early intervention changes outcomes — and what happens when it’s delayed
The difference between identifying dyslexia and truly supporting students
How structured literacy transforms classrooms and communities
CALL TO ACTION
Parents: Trust your instincts. Ask questions. Document concerns. Advocacy often begins at home.
Teachers: Seek structured literacy training. Partner with families. Change starts one classroom at a time.
Advocates: Organize, connect, and persist. Every conversation builds momentum.
Coming next: Joyce S. Pickering — The Elder of the Revolution
For more than fifty years, Joyce preserved and passed on structured literacy knowledge when few others would — reminding us that revolutions don’t start loud. They start small.
Sources & References:
 Odegard, T. N., Hall, C., & Kloberdanz, K. (2025). Literacy legislation in practice: Implementation, impact, and emerging lessons. Annals of Dyslexia.
International Dyslexia Association. (2023). Effective reading instruction and dyslexia identification resources. https://dyslexiaida.org/
Kansas State Department of Education. (2023). Dyslexia recognition and support resources.https://www.ksde.org/Agency/Division-of-Learning-Services/Special-Education
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S3E4 /// Acknowledging Dyslexia in Kansas

Kansas has officially recognized dyslexia as a learning disability — a historic moment years in the making. But what does that recognition actually mean for families, educators, and students?
In this episode of My Child Can’t Read: A Heartland Crisis, we explore how dyslexia language finally entered Kansas law, the advocacy and relationships behind that change, and the reality that recognition alone does not fix instruction, training, or access.
You’ll hear from Rob Egan, longtime disability rights advocate, nonprofit leader, and former chair of the Kansas Commission on Disability Concerns, as he traces the unexpected path that connected legislative strategy, parent advocates, and literacy leaders — including advocates from Phillips Fundamental Learning Center — to meaningful policy change.
This conversation unpacks why advocacy is often quiet and persistent, why implementation matters as much as legislation, and why this moment is both a beginning and a challenge for literacy in Kansas.
In This Episode, You’ll Hear:
How dyslexia was formally recognized in Kansas law
Rob Egan’s personal path into disability and literacy advocacy
The legislative strategy that made recognition possible
Why policy does not automatically change classroom instruction
How teacher preparation, the Kansas Blueprint for Literacy, and training gaps intersect
Why recognition opens doors — and exposes system weaknesses
Key Quote
“Recognition is not the end. It’s the beginning.” — Rob Egan
Call to Action
Parents, teachers, advocates, and policymakers each play a role in turning recognition into real support. Stay informed, align instruction with evidence-based practices, and share this episode with someone beginning their advocacy journey. Recognition matters — but follow-through changes outcomes.
🎧 Subscribe to continue Season 3.Next Episode: When the System Says No — Grassroots Organizing
📌 Sources & References
Kansas Legislature. Statutory recognition of dyslexia as a learning disability (2023).
Kansas Commission on Disability Concerns (KCDC): https://kcdd.org/
Kansas Board of Regents. Kansas Blueprint for Literacy — Overview:https://www.kansasregents.gov/about/kansas-blueprint-for-literacy/blueprint-overview
Kansas State Department of Education. Science of Reading licensure requirement & Seal of Literacy:https://ksde.gov/Home/Quick-Links/News-Room/Weekly-News/Reporting-and-Operations/ArtMID/6189/ArticleID/3563/Science-of-reading-teacher-licensure-requirement
Individuals with Disabilities Education Act (IDEA): https://sites.ed.gov/idea/
Section 504 of the Rehabilitation Act: https://www2.ed.gov/about/offices/list/ocr/504faq.html
 
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