October marked Dyslexia Awareness Month, a time to recognize the challenges faced by students with reading difficulties and celebrate the educators working to support them. In Goddard Public Schools, this awareness translates into meaningful action through the district's investment in Lexia LETRS (Language Essentials for Teachers of Reading and Spelling) training. This comprehensive professional development program equips educators with the deep knowledge needed to transform literacy instruction and reach every learner.
Developed by Dr. Louisa Moats and other leaders in literacy education, Lexia LETRS is grounded in the science of reading - decades of research on how the brain learns to read and what instructional approaches work best. The program moves beyond surface-level training to provide teachers with a thorough understanding of the how, what, and why of literacy acquisition. By exploring the fundamental components of reading instruction - phonological awareness, phonics, fluency, vocabulary, comprehension, and written language - educators gain the expertise to identify struggling readers early and implement targeted interventions that make a difference.
For students with dyslexia, this science-based approach is particularly crucial. Dyslexia is a language-based learning disability that affects the way the brain processes written language, making it difficult for students to connect letters with sounds and decode words efficiently. When teachers better understand the neurological foundations of reading and the specific challenges dyslexic students face, they can provide more clear, systematic, and multisensory instruction. LETRS training empowers USD 265 educators to recognize the signs of dyslexia and respond with evidence-based strategies.
The impact of LETRS extends beyond individual classrooms to create positive impact across the district. As more teachers complete the training, USD 265 is building a shared language and understanding around literacy instruction. This consistency means that students receive high-quality, scientifically-aligned reading instruction from grade to grade, reducing the likelihood of proficiency gaps. The professional learning model also emphasizes collaboration, enabling teachers to work together as literacy experts who can support one another in implementing best practices.
The LETRS approach acts as a positive supplemental strategy, by providing teachers with the tools to differentiate instruction effectively. Rather than waiting for students to fail before intervening, educators trained in the science of reading can identify at-risk learners early and adjust their teaching to prevent reading difficulties from becoming entrenched. This proactive stance aligns perfectly with the goals of Dyslexia Awareness Month: to ensure that all students receive the instruction they need to become confident, capable readers.
As USD 265 continues its commitment to educating all students for lifelong success, there’s a powerful message that literacy is a right, not a privilege, and that every educator has a responsibility to understand how children learn to read. As we reflect on Dyslexia Awareness Month, it’s clear that the teachers in USD 265 aren't just raising awareness - they're taking action to change outcomes for all students. Through their dedication to professional learning and evidence-based instruction, they're proving that when educators are equipped with knowledge rooted in science, every student has the opportunity to succeed.