Decoding Dyslexia-MA

Decoding Dyslexia-MA Decoding Dyslexia - MA is a grassroots movement driven by private citizens, Co-Founders and Leaders
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Our group is made up of parents and friends of children with dyslexia. We are not experts, nor are we a business or educational organization. We have come together to support children with dyslexia by seeking changes to the public education system through early identification of reading difficulties, appropriate teacher-training and evidenced-based remediation of language-based learning disabiliti

es in our public schools. We know that dyslexic children can learn given the right resources and are determined to help make those resources available to them! While Decoding Dyslexia Massachusetts ("DDMA") welcomes expression, comments, and recommendations relating to diagnosis of dyslexia, and finding effective interventions to overcome dyslexia the opinions expressed, and matters posted to this page do not necessarily reflect the views of DDMA or any of its members, nor does DDM endorse, guarantee or warrant any specific product or service recommended by any person who posts here.

05/30/2026

Discover Landmark School's strategic program enhancements, featuring increased intensive literacy and language remediation time and a structured new schedule.

05/28/2026
05/28/2026
05/28/2026

Secrecy & Silence 🤐
If you think your district is surprised or does not know ..
1. What dyslexia is .. and 2. That there are solutions that work and 3. that other kids / parents who know better get more...
Wrong.
So why do they act like this is new and unusual? Or completely deny that it exists?

05/27/2026

What happens inside the brain when a child learns to read?

Dr. Maryanne Wolf — Director of the Center for Dyslexia, Diverse Learners, and Social Justice at UCLA and a member of TDF's Scientific Advisory Board — has spent decades answering that question.

Her work in cognitive neuroscience has produced landmark insights into how the reading brain develops, why some children struggle, and what that means for how we teach. Her research formed the basis for the RAVE-O intervention program for struggling readers, and she co-developed the RAN-RAS test, now one of the best predictors of dyslexia across languages.

She is also the author of Proust and the Squid: The Story and Science of the Reading Brain — one of the most widely read accounts of what the brain does when we read, and what goes wrong in dyslexia.

TDF is proud to count Dr. Wolf among the scientists whose work we help disseminate.

🧠 dyslexiafoundation.org

05/27/2026

If your child is struggling to read, waiting to get help is a risk you don't have to take.

Early identification can change the entire course of their learning.

A recent article from USC Dornsife puts it plainly: when dyslexia goes unidentified, children don’t just fall behind academically —they lose their confidence.

Research proves that intervention is twice as effective before 3rd grade. Early support makes all the difference.

Read the full article: https://dornsife.usc.edu/scribe/2026/04/24/beyond-the-wait-to-fail-model/

05/26/2026
05/26/2026

This is so important and why - experts and attorneys/ advocates need to know enough about literacy and evidence based literacy instruction- !
Don't expect the BSEA to have a clue as to what your child needs, how frequently, for what amount of time and with what specifically trained teachers etc..

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Acton, MA

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+19786216064

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