IDA's Knowledge and Practice Standards for Teachers of Reading

By Elisabeth Liptak, IDA Director of Professional Services The National Assessment of Educational Progress consistently finds that approximately one third of all 4^th graders read at the “below basic” level.  Some of these students struggle due to dyslexia, another learning disability, a second language, or other environmental factors.  While some of these students may be eligible for special education services, most are not. A report published by the National Council on Learning Disabilities found that most students with learning disabilities attend public schools and spend 80 percent of their time in general education classes, an increase of 23 percent since 2009.  These statistics support the need for general education teachers, not just the reading specialist or literacy coach, to be well-trained in language and reading science and appropriate differentiated instruction for all learners. The IDA Knowledge and Practice Standards for Teachers of Reading fill a much-needed gap in the teaching profession by providing the most thorough, research-supported documentation of what every teacher ought to know and be able to demonstrate, whether they are teaching students with dyslexia, other struggling readers, or all students. One of the goals in publishing the IDA Standards was to provide a framework for course content in university and other teacher training programs, and a blueprint for the development of effective instructional reading programs.  The long-term goal of the IDA Standards initiative is to promote consistent and high-quality teacher preparation that will improve the educational outcomes for all students, especially those who struggle with written language. To learn more about how IDA is making an impact on how teachers are trained, click here.

And to learn more about how YOU, as a parent, can ensure that Dyslexia in the Classroom: What Every Teacher Needs to Know reaches every public elementary school principal in the U.S., click here.