Reading and literacy statistics offer valuable insights. In this episode of Literacy Talks, our trio of reading experts takes a helpful look at the numbers of reading. The “one in five” stat underscores the need to provide services and support to striving readers. There’s also the 50/50 split that tells us an equal number of girls and boys grapple with dyslexia. You can count on new information and insights when you tune in to this episode!
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Reading and literacy statistics offer valuable insights. In this episode of Literacy Talks, our trio of reading experts takes a helpful look at the numbers of reading. The “one in five” stat underscores the need to provide services and support to striving readers. There’s also the 50/50 split that tells us an equal number of girls and boys grapple with dyslexia. You can count on new information and insights when you tune in to this episode!
Subscribe to our Literacy Talks podcast digest and never miss an episode! We’ll send you summaries of every session, links to the resources discussed on each show, and some extra goodies so that your learning never stops.
Subscribe to our podcast digest.
Download the new Reading Horizons Discovery Product Guide.
Access the show notes.
Read the transcripts.
Hello literacy leaders and champions. Welcome to literacy talks. We are so excited to welcome you to this podcast series from Reading Horizons dedicated to exploring the ideas, trends, insights and practical issues that will help us all improve our professional practice in teaching reading, are a series host is Stacy Hurst, professor at Southern Utah University and Chief Academic Officer at Reading Horizons were reading momentum begins. Joining Stacy are Donell Pons, a recognized expert in literacy and special education. And Lindsay Kemeny, a Utah based elementary classroom teacher. Today's topic, the numbers of reading. It's a deep dive into the statistics about reading proficiency, reading needs, and more. Let's get started.
Stacy Hurst:Hello, and welcome to another episode of literacy talks. I'm Stacy Hurst. I'm your host and I am joined by my fantastic co hosts, Lindsay and Donell. And we are here today to talk about another topic that's relevant to literacy. And those of you who've been listening to our podcasts for a while know that we take turns choosing the topic, which is fun, because we all have a different lens on this literacy landscape. So today's topic has been chosen from Donell, and she, as you know, is a dyslexia specialists, we're going to have a fascinating conversation about numbers. Donell will just turn the time right over to you.
Donell Pons:Thank you, Stacy. So this episode, I don't know whether I'll regret it in the end, or if we'll be glad we brought it up. But there are a lot of numbers associated with reading. So for teaching something that has a lot of letters, I'm very surprised by how many numbers go along with those letters. And so if you're in this reading game at all, you've been confronted with a lot of statistics for one about reading, and that usually is to get us catch our attention and get us energized, I think about what do we need to do to improve our reading scores, because usually, the percentages are their scores that we're talking about. And then there's always this number that hangs out there. And it's called the one and five. And I think everybody is going to be familiar when you say one and five, they're going to know what you're talking about. And that is what caught my attention early on. Because I had family members who sat in those numbers squarely sitting in the one and five. And it talked to me, it spoke to me, because I had been living a situation. And I had become accustomed to living with folks who were part of that statistic and trying to understand it. And you think it's just you and your household. And then you realize it's not just you and your household. It's larger than that. And so I think the one in five, let's start there. And we might have time to get to other numbers, because there are plenty of them. And we could take those apart too. But let's just start with the one in five. And I'm going to get us rolling, by pulling out some of the information that I have run into just by looking at one in five. If you're an educator, I think I can almost sense a collective head nodding as educators around the country are listening to this podcast and saying yes, let's talk about that one in five, because it can be kind of tricky. So first of all, I'm going to I'm going to lean into the Yale Center for dyslexia and creativity, which we all know is associated with Dr. Sally Shaywitz, who does fantastic work in the field of dyslexia and learning. And this one in five is I think where I got it from was Dr. Sally Shaywitz. That's where I'm coming from. And a lot of folks maybe have picked it up in other places. But here's one of the things that's on the website there. They give a little definition of what is dyslexia. And it can be in children and adults who struggled to read fluently spell words correctly and learn a second language among other challenges. It's unexpected, and an individual who has the intelligence to be a much better reader, so give a little background of dyslexia. While people with dyslexia are slow readers, they often paradoxically, are very fast and creative thinkers with strong reasoning abilities. Here comes the kicker. Dyslexia is also very common, affecting 20% of the population, and representing 80 to 90% of all those with learning disabilities. Scientific research shows differences in brain connectivity between dyslexic and typical reading children, providing a neurological basis for why reading fluency is a struggle for those with dyslexia. So right there, we're confronted with a number of sounds easy, right? Oh, good. There's a number I can wrap my head around. It says 20% of the population and representing 80 to 90% of all those with learning disabilities, but then shortly, you go to another website, like understood.org, or even the National Center for learning difficulties or disabilities. And you see one in five. There it is. That's familiar. I just saw that on the Yale Center for dyslexia and creativity. But here it says, one in five children in the US have learning and attention issues. And then they named that as children with dyslexia, ADHD, and other kinds of learning and attention issues. What's going on? What You can think,
Lindsay Kemeny:Well, I'm just thinking, because I saw that and Sally Shaywitz has never referred to the 20%. She's never included the children with attention difficulties, how she,
Stacy Hurst:that's not what she measured, right? In her research. There's a high level of comorbidity between those with dyslexia and attention, deficits. We're still using that word,
Donell Pons:and learning differences.
Lindsay Kemeny:I'm curious about how many students do have attention difficulties? I guess I just want more information on that. Because could the percentage be a little bit higher? Do you think than 20%? Or do you think it's a little bit lower? I don't know. I never thought of as combined. I've always thought of the one and five as one and five have dyslexia.
Stacy Hurst:Yeah, it makes me start thinking too about as an educator, how do we address that I feel like we're just making headway, some significant headway with those that have dyslexia, and knowing how to address their needs. But then you add in this attention factor, and I've seen it in my students who don't have dyslexia, and how that impacts reading is significant. Being honest, I'm starting to feel a little overwhelmed.
Donell Pons:Okay, stay there, because I'm going to add to that, let's go a little further. Even Dr. Sally Shaywitz is sitting next edition of overcoming dyslexia, it's her second edition just came out. There's on page 31, if anyone has a copy, and they want to look at it later, or while they're doing the podcasts, maybe they've got a copy handy. On page 31. At the bottom of the page, she says while biologically based dyslexia is expressed within the context of the classroom. So that its identification often depends on the school systems understanding of dyslexia. So let's make that even more complicated and say that apparently, because of its characteristics, and how it manifests, dyslexia, really is in the wheelhouse of educators to find. So I think that's interesting, too, as we're looking at it. So we might even be struggling with so what is the one in five need? And are we including ADHD in that? And can somebody pull those numbers apart? But furthermore, Dr. Shaywitz, is saying, hey, if we want to get a handle on how many students have dyslexia, we're really relying on classroom teachers. Do you think we have the background for that?
Lindsay Kemeny:No, definitely not. I think most of us aren't trained in dyslexia, I never was the only reason I know about dyslexia is because my son was diagnosed with it. And that led me to seek out that information. But it didn't just come to me any trainings I've had I've gone to, you know, had to seek them out.
Stacy Hurst:And I'm thinking from the lens of an early childhood educator, it makes sense to me that students with dyslexia, the behaviors are manifest starting in kindergarten, because that's when we start focusing on those letters. And so I understand what Dr. Shaywitz is saying. And I agree that that is a great setting for us to start to recognize that. I think the challenge, whether you're a parent, or an educator, especially with an early childhood background, would be to parse out to have the information that you would need to know to parse out what is developmentally typical. and what isn't. I heard this frequently as a first grade teacher, parents would come to me often and say, My student at the beginning of the school year, I'd say my student is reversing BMDS. I'd like them tested for dyslexia. And it was a different time, I couldn't even say the word Dyslexia as a teacher at that point. But I know there's a developmental component. I understand that a lot better now, when we're you know more about brain development, that some of that is typical until a student really gets that correct letter formation and recognition in their lungs. But could we parse it down to? These are key indicators that vary from developmentally typical indicators? Can I put a pitch in here for all the states who have created a dyslexia handbook? And I have read multiple states handbook handbooks, and I think there's some very useful information for educators and parents in those handbooks. And I know that those of us who are educators are probably heard about the ones in our state, but I just recommend doing a Google search and reading as many as you can. There's some really great ones out there,
Lindsay Kemeny:because I think they're underutilized. And you know, I know they send them to every school you know, they may I know they did in my state, and then they might get placed on a shelf somewhere and and never picked up again. So that is great advice to go seek out to see if your state has a dyslexia handbook.
Stacy Hurst:I actually make that an assignment in one of my classes that I have. I teach some online courses and my students are all over the country, but it has been really fun to watch the discussion around Once they recognize that that resource is there, I do think more people could take advantage of that.
Donell Pons:So I sat in years ago, and helped write our dyslexia handbook in our state. And I really thought that would be just the beginning. And that we would add more pieces, because it really isn't enough just on its own. And I really thought this will lay the groundwork, and we will lay other pieces on top of it in order to help educators to better get a handle on the students who really do struggle. And what we can do to to get in early to do early intervention, because we know that makes a big difference, in fact, that early intervention, I think, is what leads to some of the statistics that don't match up. And in fact, that's an interesting conversation between Dr. Sally Shaywitz. And someone who interviewed her who, who really got to line up some of the statistics and said, Oh, Dr. Shaywitz, I think I'm finally getting a vision of why these statistics don't line up. You're talking about numbers that you identify, coming in from the end of your research, where you're just looking at numbers of kids coming in. And I'm looking at some of the numbers of researchers who say when we intervene, and we have early intervention, we can get the numbers down to this low of how many will continue to struggle. So he says, Oh, I think I'm finally having a lightbulb moment. As to why a lot of those statistics don't line up. They're measuring two different things. You're measuring students who are never getting intervention. I'm just looking at raw numbers. And some of the researchers are looking at if we intervene at a site, look how few kids will really struggle over time. So that that was an interesting thing to point out to some of the information that comes available to us as we do intervene. So those handbooks, Lindsay, I'm glad you mentioned it, Stacy, I'm glad you mentioned it too. I thought that was just the beginning of what we would see happening in order to provide resources for schools. And instead, we've been lucky to have the handbook. And even now we need to update it. And it really is the only thing we still have.
Lindsay Kemeny:I love that you said that Darnell, you kind of clarified those different points. And because I think sometimes if you don't understand dyslexia, then you might think, Oh, this child isn't going to be able to learn to read. In fact, I was even told that about my own son, you know, when I was I can't remember if I read it somewhere, but I was like, Oh, I can only really expect him to get to a fifth grade level. You know, which which isn't true and what you just said how the other researchers kind of looking at the other end, because we can intervene and get them proper help, and they can become proficient readers. And it's so much easier if we can get them when they're young, if you can start the prevention and kindergarten and intervention first. And second, so much easier than trying to remediate those problems when they're older. Right, so much faster.
Stacy Hurst:Yeah, talk about another number. Donal, you and I recently discussed this within the last month, the fact that for every hour that it would take in an early elementary grade level, to teach reading in a way that aligns with how our brain develops, it would take four hours, fourth grade and beyond to compensate for that. And I think that is significant. Also, I appreciate what you just said, Lady, because as educators, we need to rely on the hope that some of those numbers represent the fact that 95% of our students can be reading proficiently by the end of first grade is comforting to me that that can happen. That's possible. And I do think with students with dyslexia, specifically, early identification seems to be so key.
Donell Pons:We just don't see it that often. That's that's the thing. And so I love to lean into stories where I'm a part of them first person with the knowledge that I now have, we clearly will have family members that are around me that will have children who have dyslexia. And that has happened, I've now live long enough, I'm not going to tell you how old I am, because it will date me entirely. But I now have family members who are having children, I have enough knowledge now that we've been able to intervene with their little ones. And I have thankfully cousins that will never have the same experience with reading that my children and my husband had. And that's the proof in the pudding is I actually got to see this firsthand. By knowing what to do and doing those things early, and understanding what to do. We now have children who are never going to have the same experience, which is exactly what we want.
Stacy Hurst:Right? That is powerful. So I remember, my little brother, when he was younger could not rhyme to save his life. If I knew then what I know now, I could have helped a lot more realizing what a big indicator that is. And don't know I also think about this. I'm so lucky you guys don't know, gets to visit my class every semester. And sometimes she brings Curtis along with her and danos there's so many really impactful things that my students remember for a long time. That man Curtis says the things that get right to their heart and one of the Other things that he has said is that once as an adult, he had the right tools and instruction and time and attention and support, that he learned how to read proficiently, that he doesn't even show up screeners as dyslexic anymore. And my students bring that up. But we always have to clarify that that doesn't mean that dyslexia is cured. But we can definitely support it in a way that they can become proficient readers, like you said, Lindsay.
Lindsay Kemeny:Yeah, one of my biggest regrets, I think, with my son, he was diagnosed at the end of his second grade year, I didn't know anything about dyslexia. So I got a tutor, who did know about dyslexia to work with him, which was awesome. But we only did it twice a week. And, you know, dyslexia is a spectrum, he's on the very severe end. So he needed a lot more than twice a week. So we saw some growth, but just not a ton. And fast forward a year later, is when I finally you know, had learned and had training myself and felt ready to take that on. So I took that on and started working with them every day. That's when we really saw that growth, he needed something a little more intense. And I wish I had done that the year before, because I think we could have made more headway when he was a little younger. And he just said to me, the other day, mom, so does this mean that my kids are probably going to have dyslexia. And I was just thinking, you know, they might, but now like, Guess what, their grandma is going to be on it. Like, bring them to my house, and we're gonna like you're gonna get on it when they're really on.
Donell Pons:Lindsay, I'm really glad that you you said that, because it's true. And Stacey, you brought up maybe a little earlier. And we skipped over the point that dyslexia is on a spectrum, right. So there's a great deal of understanding as to what that spectrum looks like that's required so that we do intervene appropriately, Lindsey, you said you had to learn the hard way. And having spent a year then the second year, when you really knew what you were doing, then you understood Oh, dear, what I should have been doing the first year. And that was just a spectrum issue. You knew your son had dyslexia, you were doing the right things. But understanding the severity was part of the issue. And so as we talk about, and Stacy, you had mentioned it earlier, that there's that whole spectrum in there in a lot of information that we still don't have available to educators, the handbooks are a great resource. But within that, you've really got to dig deep, and make sure that you're understanding all the complexities that come with dyslexia. And then we didn't even talk about, and we will later about the attention issues that can co attend with dyslexia, right. Because as you learn, when you have a learning difficulty or any other difficulty, it can often co attend, right, we don't live in a vacuum, as many of our psychologists that have shared information with us are quick to point out. And one thing I want to do at this juncture, because I think it's really interesting to ask this question, how many of you think that more boys have dyslexia than girls? Or do you already know the answer? I think I already know.
Stacy Hurst:I read the handbook. So I actually know
Donell Pons:see, younger than I am, but can be. Yeah, that's just one of those things that's important to know is that it occurs as often in girls as it does in boys. As far as Dr. Sally Shaywitz. His research and she's one of our foremost researchers, there is no difference. But it manifests or can look different in girls, because of behavior, right and different things. That's important to know, that's one of those aspects, it's important to know and statistically important, because you might statistically be thinking more of the boys in your classroom and missing the girls in the classroom.
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Stacy Hurst:Hey, have a question. I'm wondering this. So another number that we hear frequently in literacy are the nape scores. And I know that those are highly described, meaning they're just discouraging. And they have been for a long time. If we, as a, you know, system educational system could get that one thing right with dyslexia, early identification and intervention. How much of an impact do you think that would have on those nape scores?
Donell Pons:And Stacey, I'm going to jump in, because I'm glad you brought this up what we know about good instruction, and we've talked a lot about that on the podcast, we will continue to talk about what good instruction looks like it's the science of reading based in the science of reading. It's structured literacy, if you want to look up that term. Many teachers teachers know that's so good. More teachers know what we're talking about them don't I think these days, we know that in looking at all the research that many students will benefit from the same instruction that is crucial for students with dyslexia. See, that's the beauty of the whole thing of teaching using the science of reading is that not only are we meeting the needs of our students who have dyslexia, but it also helps a lot of other students who needed just better, more explicit systematic instruction. So that I think is fantastic that comes out of it. Oftentimes, my husband has referred to himself as the canary in the cave. He's that kid in the classroom that indicated we have a problem, Houston, there's an issue in the classroom. If that kid with dyslexia is struggling, hardcore, and nothing's reaching that student with dyslexia, there's probably some other students in the room who who don't have the challenges that my, my husband had or has, but could have used some really good instruction, where could they be today.
Stacy Hurst:So the rising tide lifts all boats kind of an idea. And another number that we like to think of what we don't like to think of but we need to face is that most of our students who are receiving special education services up to 85% are there for reading, they have, they have goals related to reading. And we know from our MTSS and RTI data, that a significant number of those students wouldn't even need to be there. If we could support teachers in giving that kind of structured literacy instruction that you've been talking about. I think it is important to clarify, because it is critical that in tier one instruction that we're doing the best we can, that we're delivering instruction in a way that aligns with the science of learning how to read and teaching reading and in a structured literacy manner. But that students who have dyslexia and show characteristics of that early on will still need intensive intervention may or may not be for as long. Am I writing that down? No, it's not like a flock shot, you can't just address all the needs into your one instruction, you need to be differentiating and allowing for that.
Donell Pons:Absolutely. And this leads us into so Stacy, I'm glad you brought up the special education statistic. And that's another one, I think Shaywitz even in that quote that I read was indicating that a good 80 to 90% she has on her website of students in special education are there because they're struggling with reading. And we know that they're not getting what they need many, many of our students because I have a special education certification, and I never received any of the training and reading that I needed. That was part of the desire, I had to go out and find it on my own. And Lindsay, I know you probably have some very good points on this about when we assume that students with certain difficulties are going to be supported, taught whatever in a certain setting, that oftentimes means that an appropriate setting like the general classroom, isn't providing the kind of support that student needs. Let's kind of talk about that for a minute.
Lindsay Kemeny:Yeah, well, and I wanted to talk back about like, I do think there's this this misconception I know I had initially that that the ones with dyslexia needs something completely different, you know. And I thought that at first, too. So I'm glad we brought up this point that really, we can all benefit from this approach that Dyslexics need, which is the structured literacy approach. And the ones with dyslexia just might need more intense, little more repetition. Some of those that you know, are having a hard time need small group need one on one, they might have attention difficulties that make it really hard for them to you know, be serviced in the classroom because they're, they're missing that information, because they're having a hard time focusing. So I love pulling kids into small group where I can really meet their needs individually.
Donell Pons:And Stacey, did you have something to say on that? Because I know you have some really good thoughts on general classroom and how much can be done in a general classroom when the teacher is loaded with information and understanding.
Stacy Hurst:Yeah, and I really, as Lindsay was talking, felt like I was at church, I just wanted to say amen, amen. And I don't think we can overstate what you said about the type of instruction students with dyslexia are students who are struggling. Luckily, it's not something totally different. We don't have to stand on our heads and do something radical, it is just more of the same and more targeted with more feedback and practice and application. And I wish I had this quote ready. But Stan is less than the one that says it that reading in the brain happens the same way. We have such a myth in education, sometimes it's things like learning styles, and and that can get in the way I think of us providing the instruction that our students need for reading. It's really all very much the same. Just levels of intensity vary.
Lindsay Kemeny:As long as I will add, as long as in tier one you're not doing you know something whole language based or that mostly teaches the top 40% of your classroom instead of everyone right and so that structure Literacy is going to have all those important components, we're going to have explicit phonics instruction phonemic awareness, we're not going to neglect the other strands though of Scarborough's reading rope. And we're going to hit vocabulary, comprehension, background, knowledge, fluency, all of those are all important components in this,
Stacy Hurst:then educate in teacher knowledge is so critical when it comes to that. And this is a topic for another podcast. But when we're talking about phonics instruction, even just knowing what the word systematic means, could make a difference in the kind of instruction that you're providing for your students. And so teacher knowledge absolutely impacts practice.
Donell Pons:Now, I wanted to add to that, too, this is such a great conversation right here. And I don't want it to go without really emphasizing how important it is, when you have a strong teacher in your tier one whole classroom that has a firm understanding of how reading should be taught, and is teaching it well there. And then you add on with either a tier two or tier three. And maybe that same tier two instruction is occurring in the classroom. So the teacher knows how to take that same instruction into a small group like Lindsey refer to, and even tier three, which doesn't have to be in special education. Additionally, if we go to a tier three instruction, using the same terminology, having the same understanding of what's been taught in class is so vital for our struggling students, because we're already asking a lot of them cognitively. But you have no idea what you're asking of that student when you go from in the whole classroom talking one way about the instruction, moving into a tiered setting where now I'm using a whole different program, because I think that's necessary, I think I've got to change everything to a whole different program. So now that poor student who was struggling in the classroom is having to learn different terminology. There's a whole different system for how we do things. And then furthermore, into a tier three setting. And that was my son, I can speak firsthand to this, how challenging that was for him. Because he was by the time we'd finished one year in school, where he got identified as needing needing help with reading, no one ever said the word dyslexia. By the end of that year he had been exposed to for reading programs for very different reading programs, his head was swimming, and what is your in one year, one instructional year? Can you imagine doing that to a student? What's so good about this conversation is our understanding. When we have a really good understanding of what should be occurring in the general classroom, we do better things outside of the general classroom, when students need additional instruction. It starts from that classroom every time doesn't it? Yeah. And
Stacy Hurst:just to illustrate that, if you will indulge me a moment to share an example of one of my students, we have a practicum situation where we are teaching kindergarteners, those foundational skills, and I love to watch my students interaction, but we were teaching them it was phonological awareness. It was an assessment. So the focus was on syllables. And those kindergarteners did not know what a syllable was. So we I kind of anticipated that happening. And I said, Yeah, typically, if you say that the beats in the word and you clap them and but my students had also been taught the technical definition of a syllable, which is a unit of speech organized around one vowel sound. And so when this particular student, my my student, her kindergarteners, were not understanding the concept of the syllable enough to even complete the task she was asking them. In her mind, she said, I know they know vowels. I know that a syllable is organized around one vowel sound. So if I say to them, Do you know what the vowel sounds are, and they reviewed the vowel sounds, and then she said, a syllable has one vowel sound, let's see any vowel sounds are in this word. And then they got it. And then they could demonstrate it. And I think in that moment, she also demonstrated the impact of knowledge. Because if I had been, I mean, rewind, 20, whatever years ago, I started my first year of teaching, I would have just plotted along with the beats in a word here, let's clap them out. Maybe your hand up your under your chin and your elbow on the table. But I didn't have the knowledge to even define a syllable. So we can not overestimate the importance of teachers needing to know these things, because then they work. I don't want to say work their magic are really a skill, right? We can address the needs of all readers.
Donell Pons:And I'm really glad Stacey, that you brought that up about just being able to meet the needs of your students in the moment because that's the other piece that comes from having really good instruction and understanding is that then you can make those calls in the moment Right? When your students are struggling, you know where to go next. And you don't feel like well, I have to stick with this because I really don't know what else to do. And that's providing that really nice base and foundation and ongoing learning, ongoing coaching and support for our teachers. See, that I think is invaluable. We need to keep advocating for it. Okay, so it looks like you guys, we've already had such a great conversation, we're always running up against our time, I feel like I could do this for another hour, I have so much more we want to talk about, who knew that one in five would lead to such a big conversation. But it really does. It's the heart of what we do is talking about that number that grabs so much attention. But it really does take us on a lot of different pathways on our journey to understand the reading and reading challenges is looking at one in five, what are we talking about with one and five and unpacking it. So that being said, with just a few minutes left to go, I want to ask both of you to think about it for a second. I think Lindsey I picked on you the last time I was leading and made you talk first, don't you think this time and Stacy has to go first. But just if you have any closing thoughts on that one and five that we've been talking about, to leave with people, the impact of one and five on you, anything you haven't been able to say so far or something you want to make sure you've emphasized,
Stacy Hurst:I think it's important to emphasize that those one and five statistics are what we know. They're the evidence, the obvious those who have been diagnosed with dyslexia, what we don't know is how many more people are suffering in silence. So that number is likely bigger than one. But
Lindsay Kemeny:adding on to that, you know, just as I said, dyslexia is that spectrum. And it's really just where you decide to put the cut point. And the important thing, if you're wondering, does this child have dyslexia? Or do they not the most important thing is really, to drill down and see where their weaknesses are. Because we know dyslexia presents differently in different kids. And so see where the weaknesses are. And that's where you start. And that's the most important thing is that you provide proper intervention,
Donell Pons:good thoughts. And I just want to add, this is so personal for me, and I know it is for many other people, it is for you to Lindsey, and it will be for people listening. And maybe there are people who will be listening who have been thinking that maybe they are part of or know someone who part of the one on five, and they weren't sure. And maybe this is enough to spur them to go look further, to help those individuals that they think might could be part of this statistic. And I hope it does that for some folks. Or maybe there's some teachers who are thinking, you know, what, I haven't really thought a lot about the one and five and maybe this week, I'll make that a goal. But I want to leave with just some personal thoughts. Because for me, one and five spoke to my family. It was my family, we're living statistic where that one in five. And it was interesting once we opened the door to the one and five, and we were embraced the fact that that was us and our family, and it gave my husband a name for something that he had dragged with him his entire life that had shaped his whole educational experience. Once he was able to do that, it was interesting that he was able to frame his early education. When it before he said, I just kind of left it, I shut a door on it, it was in the dark. And once he said I opened that door, I was able to let that little guy that I had shut inside the door, I was able to let him out and start some healing. And that's the thing we have to remember is that the one in five statistic isn't just a statistic for education, for learning for knowing what to do in a classroom. It's somebody's life. And we know that reading is the most important thing that we can teach our students. And so it's the most impactful thing that we do. That's why the one and five is a life is because reading is at the heart of it. It's the heart of everything. And when my husband finally embraced that name of dyslexia, I'm in a group, this is who I am. It was a game changer. And that's why I say let's keep pushing. Let's keep moving forward when we put out that handbook and we thought surely there'll be more, I'm still hopeful that there will be more and we'll talk more and have more understanding, because the school is the frontline, as we've talked about before, and we're so grateful for our educators and everything that they do. And it just illustrates how important their job is
Stacy Hurst:grateful so much for this conversation. Thank you for choosing this topic, Darnell, and to all of those of you out there who are educators, those of you who are in roles to support educators, we hope this hasn't overwhelmed you because those statistics like Darnell said, represent lives. And we do fill those in our hearts. We filled them to the core as teachers because we see those faces on the statistics every day. And you know, I do picture that with my first graders, but also my college students. You just never know. And typically when we study reading differences, like dyslexia, I will frequently have at least three students who come to me and say I think I have dyslexia. And so the message I hope we can end with today is that if you're an educator and you're feeling overwhelmed by this term, dyslexia, especially if you're in tier one instruction, just know we know what to do now and that information is available. And we are here so you'll have our contact information, reach out and I know a couple of people on this podcast, you are a great resource for information that will help support teachers in what they're doing. So this is a hopeful message. Let's not get discouraged by the numbers. But let's do our best to see those changes and we'll all celebrate together when they do. So thank you for joining us and we will have another great conversation next week.
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