My Child Can’t Read: A Heartland Crisis

S3E3 /// Misdiagnosed — Dyslexia & the SPED System’s Blind Spots

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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S3E2 /// Parent Advocacy 101 — Fighting for Your Child’s Right to Read

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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S3E1 /// Teachers Voices: What We Were Never Taught

 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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Season 3 Trailer

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
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Season 2 Bonus Episode: When the Teacher Gets It — Literacy is Unlocked for Everyone w/Tammy Kofford

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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S2E5 /// The Reading Revival: Change Takes Leadership

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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S2E4 /// Numbers Don't Lie

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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S2E3 /// The Science of Reading in the Brain

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 
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S2E2 /// Inside Phillips Fundamental Learning Center

Show notes: What happens when a school doesn’t just talk about the Science of Reading — but builds everything around it? In this episode, Jesica takes listeners inside the Phillips Fundamental Learning Center in Wichita, Kansas — a place where reading science meets compassion and children who once struggled to read are now thriving. Through powerful stories from parents, assessors, teachers, and leaders, we explore what’s possible when instruction is rooted in research, not guesswork. From the heartbreak that inspired its founding to the hope that fills every classroom today, Phillips stands as a model for how Kansas — and the nation — can transform literacy outcomes for all students.
In This Episode You’ll Hear:
Jeanine Phillips — Founder of Phillips Fundamental Learning Center, sharing how her son’s struggle to read inspired a movement that’s changing the future of literacy in Kansas.
Diane Lyon — Reflecting on her own reading journey and the power of schools that intervene early and with purpose.
Why early reading assessments are a doorway to hope for struggling learners and their families.
Connie Thompson — Director of Assessment, walking us through how Phillips’ unique assessment process uncovers the why behind each child’s struggles and gives parents a roadmap for hope.
Jill Hodge — Academic Language Therapist and instructor in the Andeel Teacher Literacy Institute, explaining how teacher training rooted in evidence-based practices changes classrooms from the inside out.How Phillips’ model combines teacher training, student instruction, and assessment under one roof — creating systemic change.
Denise Kuhns — Director of Rolph Literacy Academy stresses the importance of providing dyslexic students with learning experiences that teach students the way their brains learn best.
The impact of structured literacy and Orton-Gillingham-based instruction for students with dyslexia and other reading challenges.
 
Sarah Collins, Stacie Swanson, Michelle Howard, Olivia Howard, Evie Glover, Audrie Mangel  — parents and students at Rolph Literacy Academy on how structured literacy transformed their children’s confidence, skills, and futures
Chartell Grissom — Newer Alphabetic Phonics Teacher shares the realization of how phonemic awareness is empowering students.
Denise Richalano — Stern Math Teacher uncovers the transformational growth true discovery learning provides neurodivergent learners.
Why literacy isn’t optional — and how compassion, science, and community together make transformation possible.
Emily DeGraaf — Homeschool Mom empowered by training at the Andeel Literacy Teachers Institute is now seeing her dyslexic daughter make gains!
Aaron and Gabby Roach — Parents whose son was diagnosed with dyslexia and found success through structured literacy tutoring and support, sharing how their family’s story turned from frustration to freedom.
“Children who struggle to read aren’t broken. The system is. And it’s our job to fix it.” — Jeanine Phillips
Call to Action:
Schedule a tour at Phillips Fundamental Learning Center, apply for your 5–8-year-old child to attend Rolph Literacy Academy before Christmas, or call today to schedule an assessment — it could be the doorway to hope your family has been searching for.
Resources & References
International Dyslexia Association. “What is the Orton-Gillingham Approach?”
Galuschka, K. et al. (2021). Effectiveness of Structured Literacy for Children with Reading Difficulties: A Meta-Analysis
Seidenberg, M. (2017). Language at the Speed of Sight: How We Read, Why So Many Can't, and What Can Be Done About ItNational Council on Teacher Quality (2023). Teacher Prep Review: Strengthening Reading Instruction
Phillips Fundamental Learning Center internal outcomes report. 
National Reading Panel. (2000). Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction. NICHD.
National Reading Panel. (2025). The 2025 National Reading Panel Update: What’s Changed in Phonics Research?
NCTQ’s 2023 Teacher Prep Review: Strengthening Elementary Reading InstructionKansas Board of Regents — Foundations of the Science of Reading course
Kansas “Strengthening Kansas’s Implementation of the Science of Reading” (Kansas state-level PDF from NCTQ)
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S2E1 /// Why Your School Isn't Teaching Phonics

Show Notes
If we know how children learn to read, why are so many schools still getting it wrong? In this episode, Jesica dives into the science behind phonics, the pitfalls of whole language and balanced literacy, and the systemic barriers keeping effective reading instruction out of classrooms.
You’ll hear from reading researchers, school leaders, literacy specialists and parents who have seen firsthand the difference structured literacy can make — and how Kansas is beginning to shift toward evidence-based reading instruction.
In This Episode You’ll Hear:
Crystal Goins — Founder of Resilient Teacher Mom and Heartwise Scholars Microschool and CEO of Teachers As Partners, shares her experience with transitioning toward the Science of Reading in her instructional approach 
Dr. Louisa Moats — lead architect of LETRS, on why phonics often fails when teachers lack proper training or materialsDr. G. Reid Lyon — former NIH neuropsychologist, on essential components of reading and why phonics alone isn’t enough
Jeanine Phillips — sharing the personal and professional impact of missing reading components in classrooms
Kendra Heim — principal, on the challenges of implementing structured literacy for all learners (5:42–6:32)
Joan Stambaugh — assessment specialist and author, on the consequences of whole language instruction and the power of phonics 
Tammy Kofford — director of teacher training at Phillips Fundamental Learning Center, on equipping teachers with the tools to help struggling readers
Sarah Balzar — reading specialist, on the impact of Science-of-Reading-aligned professional development
Diane House — Skyline principal, on leadership and retraining staff to align with research
How teacher preparation and curriculum choices have perpetuated the literacy crisis
Evidence-based strategies already working in Kansas and across the U.S.
Why this is Kansas’ moment of reckoning — if we get this right, we can change the future for every child
Key Quotes
“Reading isn’t natural… it’s a skill we have to be explicitly taught.” — Jesica, summarizing Dr. Louisa Moats and Dr. G. Reid Lyon
“Teachers aren’t the enemy here — they’re the victims of insufficient training and misguided curricula that weren’t based on the Science of Reading.” — Tammy Kofford
Call to Action
Parents: Ask your child’s teacher and principal about the curriculum and structured literacy training. Consider diagnostic testing and support from Phillips Fundamental Learning Center.
Teachers: Enroll in Science-of-Reading-aligned professional development, including Alphabetic Phonics or Orton-Gillingham-based training, and advocate for administrative support.
Kansas Listeners: Support statewide alignment with Science of Reading. Engage in school and policy discussions to ensure every child has the right to learn to read.
Resources & References
National Assessment of Educational Progress (NAEP), 2024 Results
Moats, L. C. (1999). Teaching Reading Is Rocket Science. American Federation of Teachers.
National Reading Panel (2000). Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature.
Ehri, L. C. (2022). Systematic Phonics Instruction Helps Students Learn to Read: Evidence from Meta-Analyses.
Dehaene, S. (2009). Reading in the Brain: The New Science of How We Read. Viking.
Education Week Survey (2020). What Teachers Know About the Science of Reading.National Council on Teacher Quality (NCTQ), 2023 Teacher Prep Review
Kansas Department of Education Internal Review (2022)
Hanford, E. (2023). Sold a Story: How Teaching Kids to Read Went So Wrong. American Public Media
National Reading Panel
Higher Education Standards – Science of Reading Template
Kansas Education Framework for Literacy (2025)
Kansas Educator Preparation Provider Accreditation and Standards Handbook (2025)
Updates on Science of Reading Licensure Requirements (2024)
Mississippi – NAEP 4th Gr Reading: Contextualizing Mississippi's 2024 NAEP Scores
Alabama – 3rd Gr Reading Improvement: Major Gains on Reading Scores in Alabama
North Carolina – K–3 Mid-Year Growth: NC Department of Public Instruction Press Release
Tennessee – 3rd Gr Proficiency: Tennessee Makes Historic Gains in Third Grade Reading
Indiana – IREAD-3 Score Increase: Indiana Third-Grade Reading Scores
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