My Child Can’t Read: A Heartland Crisis

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
PODCAST MUSIC - SOUNDSTRIPE.COM Cody Martin - Innovation, Cody Martin - Retro Spirits, Grant Borland - Limitless, Louis Lion - Past Reflections, Markus Huber - Hoping, OneZero - Transcend, Reveille - Blaze of Glory, Shimmer - What We Call Home
This podcast is produced by KB PODCASTS

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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Even when families and teachers advocate for struggling readers, systemic blind spots in Special Education can lead to misdiagnosis, mislabeling, and emotional harm. In this episode, we examine how children with dyslexia are frequently misidentified as having behavioral or attention issues, the consequences of delayed intervention, and how parents and teachers can navigate the system to ensure children receive the instruction and support they need.
In This Episode, You’ll Hear:
Jeanine Phillips shares a story illustrating how evidence-based programs are often inaccessible despite their potential to prevent misdiagnosis.
Parents Jen Barrett and Sarah Collins, teachers Joyce Temanson and Brooke Hammond, and psychologist Dr. Janelle Tidemann share their perspectives on the emotional and academic toll of mislabeling children.
Insights from experts like Timothy Odegard on the importance of advocacy and documentation to translate legislation into real classroom impact.
Strategies for parents and educators to recognize dyslexia, request screenings, and ensure children get evidence-based instruction.
Call to Action:
Parents: Trust your instincts, document concerns, request evaluations, and advocate persistently. You are the expert on your child.
Teachers: Seek training in structured literacy and evidence-based reading instruction. Your knowledge and advocacy can prevent misdiagnosis and support children effectively.
Advocates & Policymakers: Help bridge the gap between policy and practice by mentoring parents, sharing resources, and ensuring laws are implemented with fidelity.
Subscribe to continue following Season 3 to learn how families and educators overcome systemic barriers and build models that serve every child.
Sources & References:
Dehaene, S. (2017, May 12). How the brain learns to read [Video]. YouTube. https://www.youtube.com/watch?v=25GI3-kiLdo 
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
Odegard, T. N., Hall, C., & Kloberdanz, K. (2025). Literacy legislation in practice: Implementation, impact, and emerging lessons. Annals of Dyslexia.
PFLC Parent Advocacy Resources
Phillips, J., Bryant, B., & Glover, J. (2025). Personal communications and parent advocacy experiences.
The Brain Prize. (2016, November 1). The Brain Prize presents: Stanislas Dehaene [Video]. YouTube. https://www.youtube.com/watch?v=wlYZBi_07vk
The SPED Boss Parent Advocacy Resources
 
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This podcast is produced by KB PODCASTS
 

In this episode, we explore the essential role parents play in advocating for their children’s right to read. From early concerns to navigating school systems and special education processes, families and experts share how informed advocacy transforms fear and confusion into clarity and action.
Through parent stories, advocacy experts, and research voices, this episode shows how policy on paper only becomes real support when parents know their rights — and use them.
In This Episode, You’ll Hear:
Parent and Teacher Danielle Morris — On being told to “wait and see” while her child continued to struggle
Parent Jamie Beck — On realizing the system was not going to intervene unless she did
Barb Orsi — Explains the power of documentation and educational records
Amy Trombetti — Breaks down written requests and parent-school as partnership 
Karen Mayer-Cunningham, Founder of Special Education Academy — Helps parents understand:
The difference between interventions, 504 plans, and IEPs
How written requests trigger legal timelines
The role of Prior Written Notice
School evaluations vs. independent evaluations
Compensatory education when instructional time is lost
Dr. Timothy Odegard — On the implementation gap, teacher preparation, and what it takes for literacy reform to actually work in classrooms
Former Student Erin Connell — expressing gratitude for her mother’s advocacy
Episode Themes:
Advocacy as access — not aggression
Why “wait and see” delays harm children
How informed parents change instruction, not just outcomes
The gap between policy passage and classroom practice
Why documentation and written requests matter
Call to Action:
Parents: Document concerns. Learn your rights. Put requests in writing. Seek advocacy support when needed.
Teachers: Partner with families. Advocacy isn’t an attack — it’s an invitation to do better.
Advocates & Policymakers: Share this episode. Mentor parents. Systems change when silence ends.
Subscribe to continue Season 3.Next episode explores what happens when the system sees the problem — and still gets it wrong.
Sources & References
Odegard, T. N., Hall, C., & Kloberdanz, K. (2025). Literacy legislation in practice: Implementation, impact, and emerging lessons. Annals of Dyslexia.https://link.springer.com/journal/11881
Kansas Board of Regents. (n.d.). Kansas Blueprint for Literacy: Aligning reading instruction with the science of reading. https://www.kansasregents.gov/about/kansas-blueprint-for-literacy/blueprint-overview
Kansas Constitution — Article 6 (Education)https://www.kslegresearch.org/KLRD-web/Publications/Constitution.pdf
Kansas State Board of Education. (n.d.). Science of reading teacher 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 Acthttps://www2.ed.gov/about/offices/list/ocr/504faq.html
Special Education Academy — Parent advocacy education & resourcesKaren Mayer-Cunningham, Founder of Special Education Academyhttps://specialeducationacademy.com
 
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 In this premiere episode of Season 3, Teacher Voices: What We Were Never Taught, we explore the stories of teachers who were never taught how the brain actually learns to read. From decades of classroom experience to the challenges of supporting struggling readers, our guests reveal the gaps in teacher preparation and the deep impact on children, parents, and educators alike.
We connect these experiences to the neuroscience of reading, highlighting how systematic, brain-aligned instruction is essential. Expert voices like Timothy Odegard explain how proper identification of dyslexia, effective policy implementation, and systemic supports are key to meaningful change. We also look back at historical approaches, like the McGuffey Readers, that aligned with the brain’s natural pathways for literacy.
In This Episode, You’ll Hear:
Timothy Odegard — Researcher and literacy expert; discusses the need for systemic supports, how dyslexia is distinguished from inadequate instruction, and why policy alone isn’t enough to improve student outcomes.
Diane House, Skyline Principal (Pratt, KS) — On the enduring appeal of balanced literacy and the resistance to changing longstanding educational practices.
Joyce Temanson — Reflects on realizing her training didn’t prepare her to teach structured literacy and the guilt that followed.
Danielle Morris — Shares the frustration and emotional weight of lacking the tools to support struggling readers.
Kendra Heim — Explains the emotional burden teachers carry when students struggle and how systemic failures contribute to guilt.
Cindy Lane — Describes being “sold a story” of balanced literacy despite extensive resources that failed to support true reading growth.
Episode Themes:
Teacher preparation gaps and their consequences for students.
The neuroscience behind reading and structured literacy.
How dyslexia has been historically misunderstood and misdiagnosed.
The emotional weight and guilt teachers carry due to systemic failures.
The role of advocacy and evidence-based practice in transforming outcomes for students.
Transition to Episode 2: Next time, we step into the force powering some of the biggest changes in literacy: parent advocacy. Jesica talks with Barb Orsi and Amy Trombetti, who guide families through Special Education meetings, dyslexia identification, and navigating school systems that often say “no” before they say “yes.”
Call to Action:
Parents: Listen to Season 1 for tools and language to advocate confidently for your child.
Teachers: Revisit Season 2, especially Episode 3 on the reading brain and Episode 4 on systemic change.
Advocates/Policymakers: Share this episode with someone carrying guilt for something they were never taught. Subscribe to stay empowered, challenged, and equipped this season.
 
Sources & References:
 Odegard, T. N., Hall, C., & Kloberdanz, K. (2025). Literacy legislation in practice: Implementation, impact, and emerging lessons. Annals of Dyslexia.
The Brain Prize. (2016, November 1). The Brain Prize presents: Stanislas Dehaene [Video]. YouTube. https://www.youtube.com/watch?v=wlYZBi_07vk
Dehaene, S. (2017, May 12). How the brain learns to read [Video]. YouTube. https://www.youtube.com/watch?v=25GI3-kiLdoReading Rockets. (n.d.). What are decodable books and why are they important. https://www.readingrockets.org/topics/curriculum-and-instruction/articles/what-are-decodable-books-and-why-are-they-important
Ohio University, Ping Institute. (n.d.). McGuffey Readers. Retrieved from: https://www.ohio.edu/cas/ping-institute/humanities-park/mcguffey-readers
Wolf, M. (2023, October 27). Reading Fluency and Dyslexia: The Science and the Practice — presentation at TDFC 2023. Massachusetts General Hospital Institute of Health Professionals, Charlestown, MA. Retrieved 
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This podcast is produced by KB PODCASTS

This is the introduction to season three of 'My Child Can't Read: A Heartland Crisis.' This season of the  podcast explores the real-life battles within the literacy revolution. Highlighting stories from teachers, parents, and advocates, the season delves into the struggles and triumphs of those fighting for children's right to read in a system that often fails them. Listeners are taken back through history to understand the roots and evolution of reading education, concluding with a message of hope and the powerful change that occurs when parents and teachers unite.
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This podcast is hosted by Jesica Glover
This podcast is produced by KB PODCASTS

SHOW NOTES 
In this special bonus episode of My Child Can’t Read: A Heartland Crisis, host Jesica Glover sits down with Tammy Kofford, whose 30-year journey from classroom confusion to literacy transformation captures the heart of our bonus title: When the Teacher Gets It, Literacy is Unlocked for Everyone.
Tammy’s story begins in the era of whole language, where teachers were told that reading would come “naturally.” It wasn’t until she discovered the Science of Reading — and her own dyslexia — that everything changed. From that moment, she dedicated her career to training other teachers and giving struggling readers the instruction they deserve.
In This Episode You’ll Hear:
How Tammy’s early teaching years revealed the gaps in her college preparation
What led her to the Scottish Rite Learning Center of West Texas and the Alphabetic Phonics program
The breakthrough that came when she discovered her own dyslexia
How structured literacy approaches transformed not just her students, but her confidence as a teacher
Moving success stories — from a child who memorized entire books to a sixth grader who finally volunteered to read aloud
Why teacher training, not just curriculum, is the key to unlocking literacy for all
Key Quote
“Teaching reading isn’t about giving teachers a program. It’s about giving them the knowledge to teach reading the way the brain learns.” — Tammy Kofford
Call to Action
If you’re an educator, parent, or policymaker, Tammy’s story is your reminder: teacher knowledge is the foundation of literacy. Share this episode with a teacher who’s ready to “get it.” When they do, everything changes.
Resources & References:
Phillips Fundamental Learning Center
Andeel Teacher Literacy Institute
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SHOW NOTES / RESOURCES
Mississippi has gone from near the bottom to top 10 in the nation for fourth-grade reading — and other states are following its lead. In this episode, we explore the blueprint behind Mississippi’s success: statewide alignment, sustained professional learning, intensive coaching, strategic assessment, and university partnerships. We also look at what Kansas can learn from these models and the actions parents, teachers, and policymakers can take now to ensure literacy for all.
In This Episode You'll Hear:
Kelly Butler – Former CEO of the Barksdale Reading Institute, shares how Mississippi built a “marathon” of literacy reform through teacher preparation, policy, and assessment.
Kay Peterson – Literacy trainer and dyslexia therapy educator, explains the critical role of structured literacy training for teachers and preservice teachers, and how equity and support for all students drives success.
Diane Lyon – Mississippi literacy leader, underscores how a coordinated system of support, accountability, and science-based instruction created measurable improvements.
Jill Hoda – Assistant Mississippi State Literacy Director, explains why fidelity to structured literacy and coaching is essential to systemic change.
Katie Williamson – Assistant Director, Mississippi Literacy Initiatives, highlights the non-evaluative, supportive coaching model that empowers teachers and strengthens literacy efforts.
Jon Rolph – Shares how individual ownership and leadership in schools can spark wider cultural change.
Alana McWilliams – Emphasizes the importance of aligned stakeholders — educators, parents, legislators, and business leaders — to create a statewide literacy movement.
Key Quote: "Mississippi shows that sustained effort, layered support, and alignment matter more than any one program or 'miracle.'" — Jill Hoda, Assistant Mississippi State Literacy Director
Resources & References:
NAEP: The Nation’s Report Card
Mississippi Literacy‑Based Promotion Act (3rd Grade Reading Law)
Tennessee Literacy Success Act (2021) 
North Carolina Science of Reading Initiative
Colorado READ Act & K–3 Teacher Training 
LETRS (Language Essentials for Teachers of Reading and Spelling) 
AIM Pathways Literacy Training
Barksdale Reading Institute
Phillips Fundamental Learning Center
Call to Action: If Mississippi can do it, so can Kansas. Share this episode with policymakers, educators, and parents — the Reading Revival is possible if we act together. Fund coaching networks, train teachers in structured literacy, align curricula with the Science of Reading, and support every child’s right to read.
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Show Notes
In this episode, we explore the state of literacy in Kansas and across the U.S., digging into the latest NAEP data to uncover what it really tells us about reading proficiency. We discuss the persistent gaps in achievement, the urgent need for systemic change, and the power of evidence-based instruction. Featuring voices from Diane Lyon, Kendra Heim, Alana McWilliams, Sarah Balzer, and other education leaders, we show how structured literacy and the Science of Reading offer a roadmap to reversing decades of decline.
In This Episode You’ll Hear:
Megan Steele on Kansas 10th graders’ proficiency levels and what the numbers mean for their future. Only 31% of U.S. 4th graders scored at or above proficient in reading in 2024, showing little long-term growth since 1992.
Dr. David Hurford breaking down national literacy statistics, the economic impact of adult illiteracy, and pockets of success across Kansas. Only 31% of U.S. 4th graders scored at or above proficient in reading in 2024, showing little long-term growth since 1992. Kansas mirrors the national picture: 28% of 4th graders are proficient, with some districts below 20%.
Diane Lyon and Alana McWilliams on interpreting Kansas data, equity gaps, and why structured literacy is essential for all students. Behind every statistic is a child, a teacher, and a family — and action at the policy, school, and community level can change the trajectory.
Kendra Heim on how reading struggles show up in classrooms and what teachers need to close the gaps. Early identification and structured literacy are critical for closing gaps, especially for students with dyslexia, English learners, and students from low-income households.
Sarah Balzer on the global perspective: dyslexia doesn’t discriminate, and access to trained teachers transforms outcomes.
Daniel Morris and Amie Engelbrecht on the power of school-parent-teacher collaboration to help struggling readers, and the impact of missing this key component.
The goal of evidence-based instruction is to improve proficiency and reduce special education referrals; Mississippi is an example, rising from 28% to 43% proficiency after structured literacy adoption.
Key Quote: "Numbers can either paralyze us or propel us. We have to choose the latter. The data tells us that the Science of Reading works. The question is whether we will have the courage to act on it." — Diane Lyon
Call to Action:
Parents: Schedule an assessment with Phillips Fundamental Learning Center at funlearn.org or call 316-684-7323. Bring your child’s scores and a PFLC diagnostic assessment to a parent-teacher meeting. Ask about curriculum and teacher training.
Community: Start a local petition or PTA agenda item asking for structured-literacy audits.
Policymakers: Request a briefing on HB 2322 implementation and funding.
Resources & References:
Allen, J. (2025, September 9). For immediate release: Statement on latest NAEP 12th grade reading and math results. Center for Education Reform. LinkData Walk: Reading Summit Mobilizes Community Around Childhood Literacy
Gaab, Nadine, PhD. (2017). It’s a Myth That Young Children Cannot Be Screened for Dyslexia! International Dyslexia Association (IDA).
Kansas Blueprint for Literacy Overview
Kansas State Department of Education. (2023–24). Year in Review
Meckler, L. (2025, September 9). Student test scores are sliding, reaching new lows. Washington Post. 
National Center for Education Statistics. (2025). NAEP 2024 Reading Snapshot Report for 4th Grade. U.S. Department of Education. 
2024 NAEP Reading Snapshot Report for Kansas Grade 4
2024-25 KSDE Approved Evidence-Based Programs Kansas School Districts can choose from, particularly for at-risk students, many of which align with structured literacy principles. 
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Show Notes:
What actually happens in the brain when a child learns to read?
In this episode, host Jesica Glover explores the neuroscience behind reading — uncovering why the Science of Reading works from a biological standpoint and how understanding the brain’s reading circuitry can transform how we teach.
You’ll hear from experts, educators, and Kansas leaders who explain what decades of research have revealed about decoding, comprehension, and how structured literacy can literally rewire the brain for reading success.
In This Episode, You’ll Hear:
How the brain learns to read — why reading isn’t “natural,” and how the brain repurposes regions built for vision and language to process print.
Why phonics and phonemic awareness matter — connecting letters to sounds activates the left-hemisphere reading network essential for fluent reading.
Hope through brain change — neuroscientist Dr. Reid Lyon describes brain scans showing struggling readers’ neural patterns transform after structured literacy instruction.
What effective instruction looks like — insights from Dr. Louisa Moats on how explicit, systematic teaching unlocks the alphabetic principle.
The Kansas connection — Dr. David Hurford and Cindy Lane share how state leaders are using brain science to reshape teacher training and literacy policy.
Why “three-cueing” fails — guessing words bypasses the brain’s reading circuit, reinforcing habits that make decoding harder over time.
The takeaway: Reading can — and must — be taught in a way that aligns with how the brain learns best.
Reading isn’t firmware in our brains. It has to be explicitly taught — step by step — so that written language becomes a code we can unlock. — Dr. David Hurford, Center for Reading, Pittsburg State University
Resources & References
Dehaene, Stanislas. Reading in the Brain: The New Science of How We Read (2009) 
Dehaene, S. (2009). Interview with Scientific American: “The Brain That Reads.”
Fletcher, Jack M. et al. (2018). “Classification and Identification of Learning Disabilities: A Hybrid Model.”
Gabrieli et al., MIT, 2014
Hanford, Emily. “At a Loss for Words.” APM Reports (2019).
Moats, L. (2020), NCTQ Reports
Shaywitz, Sally. Overcoming Dyslexia (2nd Ed., 2020) 
Seidenberg, Mark. Language at the Speed of Sight
National Council on Teacher Quality (2023). Teacher Prep Review
National Reading Panel (2000). Teaching Children to Read 
The Reading League Compass, 2023
Saygin, Z.M. et al. (2014). “Tracking the roots of reading ability.” Nature Neuroscience 
PODCAST MUSIC - SOUNDSTRIPE.COM Shimmer - What We Call Home, LNDO - Colour, Cody Martin - Pembrokeshire, Cody Martin - Agape, Reveille - Fallbrook, Moments - Luster, Rest Settles - Endings, Cody Martin - Petalstone, Cody Martin - Make Your Wish
This podcast is produced by KB PODCASTS