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Research based reading instruction that can save a student's reading life is paramount for students with dyslexia and yet it is not treated as such by institutions of teacher training in that there is little if any real substantial time spent on this specific learning disability. This is evidenced in the widespread misconceptions that surround dyslexia even among educators and administrators. This is evidenced in that many educators are unable to define dyslexia.This matters in that students with dyslexia can't been seen or identified if their teachers can not even define this disability that will impact an estimated ten to fifteen percent of all learners. This matters because students need to be seen in order to be identified in order to receive the support they need to learn to read. They need to be seen in order to receive the systematic, structured, sequential, comprehensive, multi-sensory phonics-based approach that is the proven science-based remediation for dyslexia. Equity in education starts when science findings find their way into every classroom. The absence of curriculum and training at a college level can't be treated as optional in that it is estimated that every teacher will have between 3 and 4 students with a learning disability in his or her classroom (based on a class size of 27) and dyslexia accounts for approximately 85% of those numbers. Equity means that every college of teacher training is attuned to the research that can help their teaching graduates identify and teach learners with reading problems. Equity needs to be based in current science and brain imaging that shows that learners with dyslexia can't break the reading code in the absence of a research based reading approach that requires teacher training! Some miscellaneous teacher training that may or may not filter into a student's classroom doesn't translate to equity in education. The current chasm that exists between the reading research community and colleges of teacher training demands that legislation is enacted to ensure equal education and access to research based curriculum so that all students can learn to read.

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