120. Stop Making Children With Dyslexia Wait for the Help They Need!: The Dyslexia Parent Project with Dr. Brennan Chandler & Missy Purcell (Dyslexia Awareness Month)

How long should a child struggle before we recognize that the instruction they’re receiving simply isn’t enough? Also, why are so many students with dyslexia still caught in cycles of intervention without meaningful progress?

In this Dyslexia Awareness Month bonus episode, I’m joined by two returning guests, Dr. Brennan Chandler and Missy Purcell, who are joining forces through The Dyslexia Parent Project to help families and educators better understand how to advocate for effective literacy instruction.

We’re moving beyond conversations about dyslexia characteristics and myths to examine what happens when children enter the school system and begin showing signs of reading difficulties. From universal screening and MTSS to special education evaluations and individualized instruction, we explore where students fall through the cracks, as well as what we can do to change that.

Brennan shares how schools can use curriculum-based measures, progress monitoring, and data-based decision-making to determine whether students are making meaningful progress. Missy brings her perspective as both a former educator and parent advocate, sharing real experiences of children spending years in intervention without receiving the support they need.

We also unpack why simply making progress isn’t necessarily enough, why the name of an intervention program matters less than how instruction is individualized, and what it really means to turn up the “dials” of instructional intensity.

Key Takeaways

  • How universal screening and Tier 1 data can help schools identify students who need additional support
  • Why MTSS cannot be used to delay or deny an evaluation when a disability is suspected
  • The difference between making progress and making meaningful progress toward grade-level expectations
  • How curriculum-based measures (CBMs) can guide instructional decisions
  • Why specially designed instruction must be individualized, intensive, and responsive to student data
  • How educators can adjust instructional intensity when interventions aren’t working
  • How The Dyslexia Parent Project aims to equip families and educators with accessible information and support

Dyslexia Parent Project

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