[Kristi L]

Members of the school board and superintendent,

I am a mother of four amazing dyslexic children.  My children were identified as dyslexic in 9th grade, 4th grade, 4th grade, and 1st grade.  I have seen the difference that early identification makes.  All of my children have made progress when given instruction based in structured literacy, but my youngest has made the most astounding progress.  

The National Institutes of Health state that 95 percent of poor readers can be brought up to grade level if they receive effective help early (defined as Kindergarten and First Grade).  Research also shows that 75 percent of children whose help is delayed to age nine or later will continue to struggle throughout their school careers.  They also state that if help is given in fourth grade, rather than in late kindergarten, it takes four times as long to improve the same skills by the same amount.

Both the research and my personal experience show that early identification and effective instruction provided in Kindergarten and 1st grade is hugely beneficial for the student, and also requires less resources from the schools.  

As you work on updating the district's strategic plan, please prioritize support of literacy and special education.

 

I am also asking this school board to fund professional development that focuses on the implementation of structured literacy, as well as to improve on our district’s ability to formally identify dyslexia in Kindergarten and 1st grade.

 

Please stand for literacy, for our dyslexic students, and for students with disabilities.

 

Thank you.

Kristi Lamborn