Building Strong Readers Through Research-Backed Literacy Instruction

Unlike spoken language, reading is not a skill the human brain is naturally wired to acquire. Children learn to speak through exposure and interaction, but reading requires explicit, systematic instruction. Decades of cognitive science and educational research confirm that literacy development depends heavily on how reading is taught. When students do not receive effective instruction early on, the consequences can be long-lasting—affecting academic achievement across subject areas and limiting future educational and professional opportunities.

Because literacy is foundational to all learning, ensuring that students become strong readers is not optional—it is essential. Strong readers can decode accurately, read fluently, comprehend complex texts, and write with clarity. These skills do not develop by chance. They develop when educators are equipped with evidence-based instructional methods that align with how the brain actually learns to read.

The Rose Institute’s Commitment to Literacy Education

At The Rose Institute for Learning and Literacy at ºÚÁϳԹÏÍø, our mission is rooted in this research. We are dedicated to expanding access to high-quality literacy instruction by preparing educators with the knowledge, skills, and practical experience needed to support all learners. Our work is driven by the belief that every student deserves instruction grounded in proven science—not trends or guesswork.

By training educators in structured literacy approaches, The Rose Institute aims to ensure that more students, across diverse classrooms and communities, are taught by teachers who understand the reading process and can effectively address a wide range of learning needs.

Why Orton-Gillingham Is a Gold Standard

One of the most well-established and research-supported approaches to literacy instruction is the Orton-Gillingham method. This approach is structured, explicit, sequential, and multisensory, meaning it teaches the structure of language, making it clear and cumulative. Orton-Gillingham instruction has been especially effective for students with dyslexia and other language-based learning differences, but its benefits extend to all learners.

Rather than assuming students will intuit reading skills, Orton-Gillingham explicitly teaches phonology, phonics, morphology, syntax, and semantics. Educators trained in this approach are better prepared to diagnose reading difficulties, tailor instruction, and provide targeted interventions that lead to measurable growth in literacy skills.

For these reasons, The Rose Institute proudly offers Orton-Gillingham training and practicums, providing educators with both theoretical grounding and hands-on experience.

Upcoming Orton-Gillingham Training Opportunities

We are pleased to offer two upcoming Orton-Gillingham training programs in partnership with local BOCES organizations, making high-quality professional development accessible to educators in our region.

Classroom Educator Training
Beginning January 8
Offered in partnership with Ulster BOCES, this training is designed for classroom teachers seeking to strengthen their literacy instruction within general education settings.

Associate Level Training
Beginning January 21
Offered in partnership with Putnam Northern Westchester BOCES, this training provides a deeper level of preparation for educators who want advanced expertise in structured literacy and intervention.

Both programs emphasize research-based instruction, practical application, and ongoing support, ensuring that participants leave prepared to make an immediate impact in their classrooms.

Not Sure Which Training Is Right for You? We’re Here to Help.

We understand that educators come to literacy training with different backgrounds, roles, and goals. Determining which level of training is the best fit can feel challenging. The Rose Institute is here to support you in making that decision.

To help prospective participants, we invite you to join us for an information session on January 6. This session will provide an overview of each program, explain expectations and outcomes, and offer space for questions so you can determine which training best aligns with your professional goals.

Information Session – January 6

Investing in Strong Readers for the Future

When educators are equipped with effective, research-backed literacy instruction, the impact extends far beyond individual classrooms. Strong readers are better able to access content across disciplines, think critically, and engage meaningfully with the world around them. By investing in educator training, we invest in long-term educational equity and student success.

The Rose Institute for Learning and Literacy invites educators, schools, and districts to join us in advancing literacy instruction grounded in science and practice. Together, we can ensure that more students become strong, capable readers—and that literacy instruction reflects the best of what research and education have to offer.

About the Rose Institute for Learning and Literacy

The Rose Institute for Learning and Literacy was founded at ºÚÁϳԹÏÍø in 2013 when Sandra Priest Rose established an endowment to ensure that as many students as possible have teachers who are trained in the most effective research-backed literacy instructional methods. The Rose Institute offers graduate coursework and advanced certificates through ºÚÁϳԹÏÍø and professional development opportunities both in-district and through several partner BOCES. 

ºÚÁϳԹÏÍø School of Education

The School of Education undergraduate and graduate degree programs prepare PreK-12 teachers and administrators, higher education and community leaders, and educational industry entrepreneurs. Having served the tri-state area for over five decades, the ºÚÁϳԹÏÍø School of Education guides new generations of educators to become leaders in their field through unrivaled community-based field experiences in over 25 area schools and educational agencies.

Our graduate and doctoral programs offer a blended learning experience with online, in-person, and hybrid courses, which provide our students with the flexibility and resources they need to fulfill their educational goals.

Literacy as a Human Right: Protecting Access, Expanding Opportunity, and Changing Life Trajectories

On International Human Rights Day, we reflect a simple truth: literacy is not just an academic skill—it is a human right that shapes the course of a child’s entire life. At the Rose Institute for Learning and Literacy, we believe every learner deserves access to strong, evidence-based reading instruction that allows them not only to succeed in school but to thrive far beyond it.

At the Rose Institute, we see daily how the ability to read shapes not only academic success but the entire trajectory of a child’s life. And while the Universal Declaration of Human Rights affirms education as a fundamental right, that right remains incomplete when children do not receive the evidence-based instruction required to become confident, capable readers.

Literacy Is More Than a Skill — It’s a Foundation for Life

Education and human-rights organizations, as well as emerging research, show literacy yields empowerment, participation, and opportunity. But beyond that: when students lack adequate reading instruction or resources, their futures are often shaped by systemic inequities—affecting economic mobility, social inclusion, and entire life trajectories.

Why Protecting Literacy Matters

When instruction is weak or inconsistent, literacy gaps widen—and the consequences are long-term. Recent research gives powerful evidence:

• In a 2025 review titled , researchers argue that disciplinary-literacy instruction in secondary schools must be equitable and accessible—otherwise many students are denied “disciplinary knowledge” and the power to interrogate and shape the knowledge that defines their world.

• A 2022 neuro-educational neuroscience study, shows how low socioeconomic status (SES)—often intertwined with poverty and inequity—can negatively affect reading outcomes. The authors discuss how resource scarcity, reduced exposure, and stress-related factors influence brain systems supporting reading, thus making literacy deeply tied to social justice.

• A 2023 linked-data study, , found that children exposed to maternal incarceration (alone or with additional adversities) had significantly higher odds of below-average reading and numeracy attainment across multiple grade levels compared to peers without these exposures. This shows how structural injustices—like parental incarceration—intersect with educational opportunity.

• A large-scale 2022 study following 5 million U.S. students in grades 3–8, , documented reading score drops of 0.09 to 0.17 standard deviations (compared to pre-pandemic peers), with the largest declines among students in high-poverty schools and among students of color—demonstrating how crises exacerbate inequities.

These findings illustrate that literacy is not a “nice to have”—it’s a human-rights and equity issue. When communities don’t protect literacy, we risk locking children out of opportunity.

The Role of Evidence-Based Reading Instruction

Research shows that nearly all children can learn to read when given instruction aligned with how the brain learns: systematic, explicit, cumulative, phonics-based, and supported by progress monitoring. Gaps in early resources, quality instruction, or support create disadvantages that amplify over time—especially for children from lower-SES households, multilingual backgrounds, or under-resourced communities. The intersections between neurobiology, social environment, and instruction demand we treat literacy as a matter of justice. (Romeo et al., 2022)

Why Literacy Is a Human-Rights Issue

When literacy becomes a barrier, it's no longer just an educational issue—it’s a matter of life trajectory. Literacy enables children to:

• Participate fully in school and beyond

• Access advanced education and employment

• Understand and exercise their rights

• Contribute civically and socially

• Break cycles tied to poverty or social disadvantage

Research shows that children exposed to systemic disadvantages—poverty, family incarceration, socioeconomic instability—are more likely to suffer persistent reading gaps and lower educational attainment ().

Denying equitable, evidence-based literacy instruction is denying a generation fundamental human rights: dignity, opportunity, and the chance to shape their own futures.

What a Human-Rights–Centered Literacy System Looks Like

• Access for every child — Strong, evidence-based reading instruction from the start, regardless of zip code or background.

• Early, accurate screening and support — Identifying and supporting emerging readers before gaps grow.

• High-quality teacher preparation & resources — Teachers equipped with knowledge, tools, and ongoing professional development.

• Support for every learner — Recognizing that learners come with different backgrounds, languages, and experiences, and providing the resources to meet their needs.

• Community, family, and systemic investment — Partnering beyond schools alone; making literacy a shared responsibility and a public good.

Literacy Is a Human Right — And a Pathway Forward

On this #HumanRightsDay, we reaffirm our commitment: every child deserves not just the right to read—but the opportunity to read well. When literacy is protected and nurtured, children don’t just pass tests—they gain access to futures filled with dignity, opportunity, and hope.

At the Rose Institute for Learning and Literacy, we believe in that future. We work for that future. And we invite you to join us.

What does a truly equitable literacy system look like to you?
#RightToRead #EquityInEducation #ScienceOfReading #HumanRights #SchoolOfEducation #TheRoseInstituteForLearningAndLiteracy 

About the Rose Institute for Learning and Literacy

The Rose Institute for Learning and Literacy was founded at ºÚÁϳԹÏÍø in 2013 when Sandra Priest Rose established an endowment to ensure that as many students as possible have teachers who are trained in the most effective research-backed literacy instructional methods. The Rose Institute offers graduate coursework and advanced certificates through ºÚÁϳԹÏÍø and professional development opportunities both in-district and through several partner BOCES. 

ºÚÁϳԹÏÍø School of Education

The School of Education undergraduate and graduate degree programs prepare PreK-12 teachers and administrators, higher education and community leaders, and educational industry entrepreneurs. Having served the tri-state area for over five decades, the ºÚÁϳԹÏÍø School of Education guides new generations of educators to become leaders in their field through unrivaled community-based field experiences in over 25 area schools and educational agencies.

Our graduate and doctoral programs offer a blended learning experience with online, in-person, and hybrid courses, which provide our students with the flexibility and resources they need to fulfill their educational goals.

Last night, Reid Castle was alive with energy and purpose as ºÚÁϳԹÏÍø’s School of Education and The Rose Institute for Learning and Literacy hosted “The Changing Literacy Landscape in New York State: What Parents and Educators Need to Know.”

We are still feeling very excited about the Distinguished Lecture Series last night! When this event was first envisioned, the goal was simple yet ambitious: to bring together voices that could illuminate not only where we are in literacy education, but where we’re headed — and how we can move forward together. Watching that vision come to life this evening was both gratifying and deeply inspiring.

The discussion brought together three remarkable leaders whose work is shaping the future of literacy across New York State: Dr. Sagrario Rudecindo-O’Neill, Assistant Superintendent for Curriculum and Student Support for Beacon City School District; Dr. Katie Pace Miles, Associate Professor at Brooklyn College (CUNY) and Director of the Advanced Certificates in Reading Science; and Ruth Genn, Executive Director of Literacy Academy Collective.

Each panelist offered thoughtful and practical insight from their corner of the field — from classroom practice and district implementation to teacher preparation and policy reform. Their perspectives were candid, informed, and, above all, hopeful. Together, they helped us explore what meaningful literacy instruction looks like and how educators, families, and communities can ensure every child becomes a confident reader and writer.

We all know that whether or not a child learns to read and write well shapes not just their academic success, but the trajectory of their entire life. But it’s not always easy to move past the headlines and buzzwords, to separate research from rhetoric, and to translate research into best practices to meet an individual child’s needs—much less those of a whole class, a district, a state or a nation. 

A heartfelt thanks to Sagrario, Katie, and Ruth for bringing such depth, clarity, and passion to the discussion. Your commitment to improving literacy outcomes was felt in every moment. Your thoughtfulness, hard work, and honesty sparked exactly the kind of informed, solutions-focused conversation I hoped for. 

The event also underscored the ongoing partnership between the Rose Institute for Learning and Literacy and ºÚÁϳԹÏÍø’s School of Education. Together, we’re creating spaces where research meets practice, where ideas become action, and where collaboration drives progress.

A sincere thank you to our panelists for sharing their expertise, and to everyone who joined us tonight for your engagement, curiosity, and dedication. Your presence and participation made this conversation not just informative but truly meaningful.

This evening reaffirmed why this work matters so deeply — and how much we can accomplish when educators, parents, and advocates come together with a shared purpose: ensuring every student has the opportunity to thrive through literacy.

About the Rose Institute for Learning and Literacy

The Rose Institute for Learning and Literacy was founded at ºÚÁϳԹÏÍø in 2013 when Sandra Priest Rose established an endowment to ensure that as many students as possible have teachers who are trained in the most effective research-backed literacy instructional methods. The Rose Institute offers graduate coursework and advanced certificates through ºÚÁϳԹÏÍø and professional development opportunities both in-district and through several partner BOCES. 

ºÚÁϳԹÏÍø School of Education

The School of Education undergraduate and graduate degree programs prepare PreK-12 teachers and administrators, higher education and community leaders, and educational industry entrepreneurs. Having served the tri-state area for over five decades, the ºÚÁϳԹÏÍø School of Education guides new generations of educators to become leaders in their field through unrivaled community-based field experiences in over 25 area schools and educational agencies.

Our graduate and doctoral programs offer a blended learning experience with online, in-person, and hybrid courses, which provide our students with the flexibility and resources they need to fulfill their educational goals.

The Rose Institute for Learning and Literacy at ºÚÁϳԹÏÍø, in partnership with Putnam Northern Westchester BOCES, is proud to announce its Annual Literacy Conference.

March 16, 2026
ºÚÁϳԹÏÍø
2900 Purchase Street
Purchase, NY 10577

This year’s theme, “Literacy Rich Classrooms: Science of Reading in Action,” emphasizes the importance of evidence-based strategies in literacy education and highlights the latest research in the science of reading.

The conference presents an exciting opportunity for educators, literacy specialists, and administrators to come together and explore innovative ways to foster a love of reading and writing in all students. Attendees will begin the day with a keynote address by Dr. Molly Ness, who will delve into The What, How, and Why of Orthographic Mapping, providing insights into how students learn to read and spell and how teachers can support these processes in the classroom.

Throughout the day, participants will engage in hands-on workshops tailored to meet diverse instructional needs. Educators can choose from sessions focused on comprehension strategies, bridging the spelling gap, writing across content areas, and other topics designed to provide practical tools for immediate classroom application. These workshops allow attendees not only to deepen their understanding of literacy research but also to connect with peers and share strategies that have proven successful in different learning environments.

The day concludes with an inspiring closing keynote by Dawn Nieman, M.S. F/OGA, titled Birds of a Feather Flock Together!, highlighting the power of collaboration and community in fostering literacy-rich environments.

Attending the Annual Literacy Conference is more than professional development; it is an investment in both teachers and students. Educators leave equipped with research-backed strategies, practical classroom tools, and the confidence to implement effective literacy practices. By attending, educators become part of a vibrant community committed to creating classrooms where every student can thrive and develop a lifelong love for reading and writing.

RSVP by February 10, 2026, to secure your spot and join us for this inspiring day of learning and collaboration.

#TheRoseInstituteforLearningandLiteracy #ºÚÁϳԹÏÍøUniversity #SchoolOfEducation #PutnamNorthernWestchesterBoces #Literacy #AnnualLiteracyConference

About the Rose Institute for Learning and Literacy

The Rose Institute for Learning and Literacy was founded at ºÚÁϳԹÏÍø in 2013 when Sandra Priest Rose established an endowment to ensure that as many students as possible have teachers who are trained in the most effective research-backed literacy instructional methods. The Rose Institute offers graduate coursework and advanced certificates through ºÚÁϳԹÏÍø and professional development opportunities both in-district and through several partner BOCES. 

ºÚÁϳԹÏÍø School of Education

The School of Education undergraduate and graduate degree programs prepare PreK-12 teachers and administrators, higher education and community leaders, and educational industry entrepreneurs. Having served the tri-state area for over five decades, the ºÚÁϳԹÏÍø School of Education guides new generations of educators to become leaders in their field through unrivaled community-based field experiences in over 25 area schools and educational agencies.

Our graduate and doctoral programs offer a blended learning experience with online, in-person, and hybrid courses, which provide our students with the flexibility and resources they need to fulfill their educational goals.

Family Literacy Day at The Rose Institute for Learning and Literacy

Family Literacy Day is a national celebration that highlights the importance of families reading and learning together. At The Rose Institute for Learning and Literacy at ºÚÁϳԹÏÍø, we recognize that literacy begins at home — through daily conversations, shared stories, and meaningful interactions that inspire a lifelong love of reading.

Why Family Literacy Matters

Research shows that when families engage in literacy activities together, children build stronger language and comprehension skills, perform better academically, and develop greater confidence as learners. Literacy is more than reading words on a page — it’s about communication, connection, and curiosity. 

How Families Can Celebrate

Here are a few simple ways to promote literacy at home:

• Read aloud together: Take turns reading a book, article, or poem as a family.
• Share stories: Encourage children to ask parents or grandparents about their childhood memories or cultural traditions.
• Explore writing: Create a family journal, write letters, or make lists together.
• Visit your library: Attend storytime, check out new books, or participate in literacy events.
• Use everyday literacy moments: Reading a recipe, a map, or even road signs can help strengthen vocabulary and comprehension skills.

Our Commitment

The Rose Institute for Learning and Literacy is dedicated to supporting educators, families, and communities in promoting effective, evidence-based literacy practices. We believe every child deserves the opportunity to grow as a confident, capable reader — and that begins with the shared efforts of families and schools working together. This Family Literacy Day, we invite you to take time to read, talk, and learn as a family. Every story shared is a step toward building a stronger foundation for lifelong learning. 

#TheRoseInstituteforLearningandLiteracy #ºÚÁϳԹÏÍøUniversity #SchoolOfEducation #NationalFamilyLiteracyDay #Literacy #Family

About the Rose Institute for Learning and Literacy

The Rose Institute for Learning and Literacy was founded at ºÚÁϳԹÏÍø in 2013 when Sandra Priest Rose established an endowment to ensure that as many students as possible have teachers who are trained in the most effective research-backed literacy instructional methods. The Rose Institute offers graduate coursework and advanced certificates through ºÚÁϳԹÏÍø and professional development opportunities both in-district and through several partner BOCES. 

ºÚÁϳԹÏÍø School of Education

The School of Education undergraduate and graduate degree programs prepare PreK-12 teachers and administrators, higher education and community leaders, and educational industry entrepreneurs. Having served the tri-state area for over five decades, the ºÚÁϳԹÏÍø School of Education guides new generations of educators to become leaders in their field through unrivaled community-based field experiences in over 25 area schools and educational agencies.

Our graduate and doctoral programs offer a blended learning experience with online, in-person, and hybrid courses, which provide our students with the flexibility and resources they need to fulfill their educational goals.

Watch Left Behind and then join us! 

In celebration of Dyslexia and Learning Disability Awareness Month, The Rose Institute for Learning and Literacy is proud to partner with The Westchester Reading Council to offer a virtual discussion as a follow up to a free asynchronous viewing of Left Behind, which tells the powerful story of a group of passionate mothers who come together to found the first public school for students with dyslexia in New York City.

The film can be viewed for free through November 1st by signing up at

Join us for the virtual discussion on December 2nd at 7:00pm at

About the Rose Institute for Learning and Literacy at ºÚÁϳԹÏÍø

The Rose Institute for Learning and Literacy was founded at ºÚÁϳԹÏÍø in 2013 when Sandra Priest Rose established an endowment to ensure that as many students as possible have teachers who are trained in the most effective research-backed literacy instructional methods.  The Rose Institute offers graduate coursework and advanced certificates through ºÚÁϳԹÏÍø and professional development opportunities both in-district and through several partner BOCES. 

Join us at ºÚÁϳԹÏÍø for Our Next Distinguished Lecturer Series.

Changing Literacy Landscape in NYS: What Parents and Educators Need to Know

Thursday, November 13, 2025
5:00–8:00 PM
Reid Castle, ºÚÁϳԹÏÍø
2900 Purchase Street
Purchase, NY 10577

Free and open to all!

Message from the Director of The Rose Institute for Learning and Literacy

Tracy McCarthy, Director of The Rose Institute for Learning and Literacy

I’m honored to share that The Rose Institute for Learning and Literacy is partnering with ºÚÁϳԹÏÍø’s School of Education to present the next event in their Distinguished Lecturer Series, featuring an exceptional panel of leaders in literacy education.

The evening will feature an exceptional panel of leaders whose work is actively shaping literacy policy and practice across New York State:

Dr. Sagrario Rudecindo-O’Neill, EdD ’22 – Assistant Superintendent for Curriculum and Student Support in the Beacon City School District. She’s a passionate advocate for equity and inclusion, with years of experience as a principal, assistant principal, and bilingual special education teacher.

Dr. Katie Pace Miles, PhD – Associate Professor at Brooklyn College (CUNY) and Director of the Advanced Certificates in Reading Science. She’s the author of Reading Ready and founder of The Reading Institute, providing evidence-based reading support for thousands of students nationwide.

Ruth Genn – Co-founder and Executive Director of Literacy Academy Collective, a NYC-based organization that supports schools for students with dyslexia and other reading challenges. Ruth brings over two decades of leadership in education innovation and literacy access.
Hosting this event is a true honor. Literacy is such a powerful foundation for lifelong learning, and it’s inspiring to bring together educators, parents, and advocates who are leading real change across New York State.

The event is free and registration is open to all--including educators, parents, and community members—who are interested in learning more about the future of literacy and education in New York State.

Hosting this panel is a true honor. Literacy is such a powerful foundation for lifelong learning; I hope you’ll join us for this important and timely conversation.

Kind regards,

Tracy McCarthy

Director of The Rose Institute for Learning and Literacy

About the Rose Institute for Learning and Literacy

The Rose Institute for Learning and Literacy was founded at ºÚÁϳԹÏÍø in 2013 when Sandra Priest Rose established an endowment to ensure that as many students as possible have teachers who are trained in the most effective research-backed literacy instructional methods. The Rose Institute offers graduate coursework and advanced certificates through ºÚÁϳԹÏÍø and professional development opportunities both in-district and through several partner BOCES. 

ºÚÁϳԹÏÍø School of Education

The School of Education undergraduate and graduate degree programs prepare PreK-12 teachers and administrators, higher education and community leaders, and educational industry entrepreneurs. Having served the tri-state area for over five decades, the ºÚÁϳԹÏÍø School of Education guides new generations of educators to become leaders in their field through unrivaled community-based field experiences in over 25 area schools and educational agencies.

Our graduate and doctoral programs offer a blended learning experience with online, in-person, and hybrid courses which provide our students with the flexibility and resources they need to fulfill their educational goals.

Today, on National Dictionary Day, we celebrate more than just a book full of words—we honor the art and discipline of understanding them.

In an age when a definition is just a click (or a chatbot) away, it might seem that traditional dictionary skills are less relevant. But in reality, they’re more essential than ever.

Knowing how to use a dictionary—whether print or digital—builds precision, curiosity, and critical thinking. It teaches students to compare meanings, notice word origins, and explore morphology—the meaningful parts of words that reveal how language works. Understanding roots, prefixes, and suffixes not only strengthens vocabulary but deepens comprehension across subjects.

These skills cultivate the kind of linguistic awareness that supports reading, writing, and critical thinking.

As educators and literacy advocates, we can help students see dictionaries not as relics, but as powerful tools for unlocking meaning and exploring the structure of language itself. As we continue to integrate technology and AI into learning, it’s worth remembering: dictionaries don’t just define words—they deepen understanding.

After all, every word has a story—and the dictionary is where those stories begin.

#TheRoseInstituteforLearningandLiteracy #ºÚÁϳԹÏÍøUniversity #NationalDictionaryDay #ScienceOfReading #Morphology #Literacy #LanguageLearning #ReadingInstruction

About the Rose Institute for Learning and Literacy

The Rose Institute for Learning and Literacy was founded at ºÚÁϳԹÏÍø in 2013 when Sandra Priest Rose established an endowment to ensure that as many students as possible have teachers who are trained in the most effective research-backed literacy instructional methods. The Rose Institute offers graduate coursework and advanced certificates through ºÚÁϳԹÏÍø and professional development opportunities both in-district and through several partner BOCES. 

About ºÚÁϳԹÏÍø

Since 1841, ºÚÁϳԹÏÍø has provided a transformative educational experience.  As a private liberal arts institution, ºÚÁϳԹÏÍø roots its education in a rich history of academic excellence and innovative programs. With more than 55 undergraduate programs, 70 graduate programs, and a doctoral program, we empower every student to cultivate their intellectual curiosity, sharpen their critical thinking skills, and strive for a more just world.

October is National Dyslexia Awareness Month—a reminder that every student deserves access to instruction that helps them unlock the power of reading.

Dyslexia is the most common learning difference, yet far too many students go undiagnosed or unsupported. Students with dyslexia:

• Struggle to keep up with grade-level text, despite strong thinking skills.
• Experience frustration, anxiety, and sometimes shame around reading.
• Begin to disengage from school—not because of ability, but because of access.  The impact is not just academic—it’s emotional. Students with dyslexia often carry the weight of believing they’re “behind” or “not smart,” when in reality, they simply need instruction that works with the way their brains learn.

The good news: evidence-based approaches like Orton-Gillingham give educators the tools to teach reading in a way that is explicit, structured, and responsive to each learner’s needs.

At The Rose Institute for Learning and Literacy, we are committed to equipping teachers with this knowledge and practice. Our upcoming Orton-Gillingham trainings offered in partnership with PNW BOCES are designed for educators who want to:

• Understand how the Science of Reading connects with structured literacy.
• Build practical strategies for decoding, spelling, and comprehension.
• Gain confidence supporting students with dyslexia and other reading challenges.

If you’re ready to bring transformative reading instruction to your classroom, learn more and register here: 

1. Registration closes: 9/30/2025
2. Registration closes: 1/7/2026

As educators, we have the power to change the trajectory of a child’s life. But that change occurs most consistently when every teacher—not just interventionists—has the skills to support readers with dyslexia. Together, we can ensure that students with dyslexia—and all students—have the opportunity to thrive as readers.

#RoseInstituteForLearningAndLiteracy #ºÚÁϳԹÏÍøUniversity #ºÚÁϳԹÏÍøSchoolOfEducation #DyslexiaAwarenessMonth #OrtonGillingham #StructuredLiteracy #LiteracyForAll #PNWBOCES 

A Complex Set of Challenges

Students who are multilingual and have a reading disorder such as dyslexia face a complex set of challenges that require thoughtful, informed instruction. They are simultaneously developing proficiency in multiple languages while grappling with difficulties in phonological processing, decoding, and spelling—skills essential for literacy in any language. These overlapping demands can sometimes mask or mimic one another, making accurate identification and support more challenging. Educators must use assessment practices that honor linguistic diversity and provide structured, explicit, and systematic literacy instruction grounded in the Science of Reading to ensure these students build strong reading foundations across all their languages.

With this in mind, we extend our heartfelt thanks to Dr. Elsa Cárdenas-Hagan for serving as this week's guest lecturer in our Foundations of Dyslexia course—one of the signature experiences in ºÚÁϳԹÏÍø’s The Rose Institute for Learning and Literacy’s groundbreaking, New York State–approved Advanced Certificate in Dyslexia and the Science of Reading. Dr. Cárdenas-Hagan is an internationally recognized bilingual speech-language pathologist and certified dyslexia specialist whose pioneering research and practice have transformed how educators understand and support multilingual learners with reading difficulties. Her work has illuminated a critical truth: these students are often under-studied, under-identified, and under-served—their challenges too easily misattributed to language acquisition rather than recognized as true learning differences. Through her leadership and scholarship, including her book Literacy Foundations for English Learners: A Comprehensive Guide to Evidence-Based Instruction, Dr. Cárdenas-Hagan continues to shape the national conversation about how to deliver equitable, evidence-based literacy instruction that honors students’ linguistic and cultural identities.

Her lecture this week deepened our collective understanding of how structured literacy and the Science of Reading can be applied in culturally and linguistically responsive ways—ensuring that every child has the opportunity to experience the joy and confidence that come from learning to read. At the Rose Institute’s Dyslexia Advanced Certificate Program, we believe literacy is a lifeline. We are proud to prepare educators who combine scientific knowledge with cultural responsiveness to reach every learner.

Learn more about our Advanced Certificate: /programs/certificate-dyslexia-rose-institute.php or email me at Tracy.McCarthy@Mville.edu

#RoseInstituteofLearningandLiteracy #ºÚÁϳԹÏÍøUniversity #ºÚÁϳԹÏÍøSchoolOfEducation #Literacy #NationalDyslexiaAwarenessMonth