"Logan, now 16, had always struggled. He was diagnosed with autism at age 6, and for years, the educational system made a simple, devastating assumption: his inability to read was due to his autism. He was passed along, reading at what was believed to be a "sufficient" level year after year, even as the gap between him and his peers became a chasm."
"As I began to lead a systemic shift toward the Science of Reading in my own elementary school, I was facing a crisis at home. The "one-size-fits-all" balanced literacy approach, which was failing students in classrooms across the country, was also failing my son. The turning point, for Logan, came when I brought my work home. As the science of reading began to gain traction across the country, my elementary school started using the phonics-forward curriculum, Reading Horizons, to assess student abilities that we had"
Logan experienced severe social withdrawal, stress-induced alopecia, clinical depression, and inability to participate in teen communication due to unreadable text. He had an autism diagnosis at six, and educators attributed his reading difficulties to autism, allowing him to be passed along with supposedly 'sufficient' reading despite a widening gap. The balanced literacy approach failed to identify underlying phonological deficits. Implementation of a phonics-forward, science-of-reading curriculum and school assessment with Reading Horizons exposed the true needs, leading to dyslexia diagnosis at age 12 and enabling targeted intervention that improved reading skills and mental well-being.
Read at Business Insider
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