Decoding Dyslexia - WI

04/08/2026

I asked for an IEP.

Instead, I got a crash course in federal law, data analysis, records review, and meeting strategy.

It’s a weird feeling when the only person at the table quoting the IDEA is the parent.

04/08/2026

"The proposed legislation would reclassify dyslexia into its own category. It defines dyslexia as “an unexpected difficulty in reading for an individual who has the intelligence to be a much better reader, most commonly caused by a difficulty in the phonological processing (the appreciation of the individual sounds of spoken language), which affects the ability of an individual to speak, read, and spell.”

https://www.edweek.org/teaching-learning/federal-science-of-reading-bill-advances/2026/07?utm_source=fb&utm_medium=soc&utm_campaign=edit&fbclid=IwdGRjcATfA51jbGNrBN8DbnBkb2YFZXh0bgNhZW0CMTEAc3J0YwZhcHBfaWQMMzUwNjg1NTMxNzI4AAEeJYfMqFO1KaxBMPllF5pgJIfrE5HwjHYOoh5LfWe0M8DAkUnrep0Z7RFh0So_aem_fZoQfoR_X8gGduH10EIeSw

24/07/2026

Yes! We know that 95% of children can learn to read, including students with dyslexia, when schools use evidence-based reading instruction and provide the right support.

10/07/2026

10/07/2026

Hundreds of parents, researchers, legislators, advocates, librarians, and school board members
have already signed up. Don’t miss your chance to learn from some of the most influential voices in literacy.

We’re honored to welcome Louisa Cook Moats for her session:

95% of Children Can Learn to Read: The Science We’ve Known for Decades and How It Continues to Evolve.

Join us August 2 for Literacy. Now., a national parent-led virtual conference presented by Parents for Reading Justice.

Register today: https://parentsforreadingjustice.org

10/07/2026

Every child who leaves school unable to read has a story.

But every story raises the same question.

Who should be held accountable?

When a product is found to be dangerous, it’s recalled.

When medicine is shown to cause harm, the standard of care changes.

When engineers identify a foreseeable risk, they redesign the bridge before it collapses.

Yet in education, decades of known and preventable harm rarely result in change or accountability.

How should these stories end…?

10/07/2026

Please hurry time is running out!!

Decoding Dyslexia Wisconsin T-Shirt Design Contest

🎨 **Show Your Creativity. Support Dyslexia Awareness**

Decoding Dyslexia Wisconsin is seeking a creative and inspiring T-shirt design that reflects our mission of raising awareness, advocating for effective literacy instruction, and supporting individuals with dyslexia and their families across Wisconsin.

Whether you're an artist, student, parent, educator, or advocate, we invite you to help create a design that celebrates the strengths, resilience, and potential of dyslexic thinkers.

📌📌 Contest Theme

Designs should reflect one or more of the following:

* Dyslexia awareness
* Empowerment and inclusion
* The strengths of dyslexic thinkers
* Advocacy for equitable education
* Wisconsin pride and community support

We encourage designs that inspire hope, resilience, creativity, confidence, and opportunity.

📣📣Design Requirements

* Original artwork only
* Suitable for T-shirt printing
* May include the words **"Decoding Dyslexia Wisconsin"**
* May include a dyslexia-awareness slogan of your choice
* Limited-color designs are encouraged for ease of printing
* Submit artwork in high-resolution digital format (PNG, PDF, AI, SVG, or similar)

🎖️🎖️ Judging Criteria

Entries will be evaluated based on:

* Creativity and originality
* Visual appeal
* Representation of Decoding Dyslexia Wisconsin's mission
* Printability and overall design quality

🥇🥈🥉 Prize

🏆 **Grand Prize Winner**

* Recognition on Decoding Dyslexia Wisconsin platforms
* Winning design featured on official Decoding Dyslexia Wisconsin T-shirts and promotional materials.

👇👇Submission Information

**Submission Deadline: July 31st 2026

**Submit Designs to: [email protected]
https://www.decodingdyslexiawi.org/contact-us/ #:~:text=decodingdyslexiawi%40gmail.com

Please include:

* Name
* Contact information: phone number, email address, mailing address.
* Design title
* A brief description (100–200 words) explaining how your design represents Decoding Dyslexia Wisconsin
* Must be a Wisconsin resident

📚📚About Decoding Dyslexia Wisconsin

Decoding Dyslexia Wisconsin works to raise awareness, advocate for evidence-based literacy instruction, and support individuals and families affected by dyslexia. We believe every learner deserves access to the tools and opportunities needed to reach their full potential.

🌠🌠 Create a design that inspires understanding, celebrates strengths, and helps Wisconsin decode potential.

We can't wait to see your ideas!

10/07/2026

Hot take: A double or triple dose of Tier 1 won’t effectively remediate students with dyslexia.

The goal of strengthening Tier 1 was never to make special education unnecessary.

The goal was to ensure that fewer students struggled because of inadequate core instruction, so the students with true neurobiological learning disabilities, like dyslexia, would stand out sooner and receive the individualized support they need.

Way too many have begun treating more Tier 1, plus Tier 2 and Tier 3, as though every struggling reader can be remediated within MTSS if we just give them enough time.

That’s not what fixing Tier 1 was about.

Yes, every classroom should provide high-quality, structured literacy instruction.

Yes, every teacher should understand how children learn to read.

But we can’t forget that students with dyslexia often need more than excellent core instruction.

Dyslexia isn’t simply a reading problem. It’s a neurobiological learning disability that affects the processes underlying skilled reading. The specific areas of need vary from student to student, and that’s exactly why an evaluation matters.

An evaluation identifies which underlying skills are affected so instruction can be individualized.

Some students will need specially designed instruction through an IEP. Others may benefit from intensive intervention without special education. But assuming that a double or triple dose of Tier 1 is the answer for everyone risks delaying the identification and services that some students need.

We must stop using MTSS to keep students in intervention longer and get more committed to identifying who needs something different.

We must also invest highly trained dyslexic specialists who have completed extensive practicum experiences who are capable of providing intensive, individualized instruction to students with dyslexia, not simply more minutes of the same instruction.

Fix Tier 1, but please don’t let “fixing Tier 1” become the reason students with dyslexia wait longer for the specialized instruction they need.