During a recent government meeting, educators and advocates voiced significant concerns regarding the effectiveness of current reading assessments and instructional practices for students with dyslexia and other reading difficulties. The discussions highlighted the inadequacies of mandated screening assessments, which many believe fail to accurately identify students in need of support. This failure not only jeopardizes student success but also exposes schools to potential legal challenges if they are perceived as non-compliant with educational legislation.

Dr. Audra Melton, a retired educator and parent of a dyslexic child, criticized the Troy School District for ignoring state guidance on effective reading screeners. She pointed out that despite being a top-ranked district, Troy's choice of outdated instructional methods has led to significant gaps in reading proficiency among various student subgroups, including economically disadvantaged students and those with disabilities. Melton emphasized that parents are often left to seek costly external tutoring, creating a disparity in educational access.

In contrast, Dr. Steven Keskes shared a more optimistic perspective, recounting successful implementations of structured literacy programs, such as Orton-Gillingham, in various districts. He noted that these programs have led to improved reading outcomes and reduced special education referrals. Keskes advocated for comprehensive training for all educators to ensure that effective reading instruction is universally accessible, rather than relying solely on interventions for struggling students.

Ben Locke, executive director of Teach Plus Michigan, also supported the proposed legislation aimed at enhancing reading instruction. He underscored the importance of empowering teachers with the necessary tools and training to address the diverse needs of their students effectively.

The meeting concluded with a call for a more thoughtful approach to educational reform, urging lawmakers to consider the experiences of districts that have successfully implemented evidence-based reading practices. The testimonies underscored a collective desire for systemic change that prioritizes effective reading instruction and equitable access to educational resources for all students.