In March 2016, an online dyslexia simulation went viral. The developers created a “cool” online experience based on a comment made by a dyslexic friend who was trying to explain her reading experience. The widespread dissemination of the online simulation caused many professionals in the field to raise the concern that simulations like this perpetuate a myth that those who have dyslexia are literally seeing letters jump and spin around on the page and that the root of dyslexia is a vision problem. As IDA’s Carolyn M. Cowen points out in a 2016 article published in IDA's The Examiner, “The downstream effect thwarts families and educators seeking solutions and hurts those with dyslexia.” Please help us raise the right kind of awareness! You can educate yourselves and others by reading and sharing IDA’s Fact Sheets, which were written to provide accurate, science-based myth-busting truths about all aspects of dyslexia. 

We hope that you will also join us at one of our dyslexia simulation outreach events and walk away with the intended empathy for dyslexic children and adults, but also with the understanding that you will NEVER be able to truly “experience” and grasp all that every dyslexic individual experiences. We also hope that the post-experience discussions leave you with a clear understanding about what are the simple explanation myths versus the more complex dyslexia truths. 

The Knowledge and Practice Standards for Teachers of Reading (KPS) is a comprehensive evidence-based resource that outlines what teachers need to know to deliver effective instruction and ensure that ALL children become proficient readers. The KPS has now been revised from the 2010 edition to provide greater specificity. The 2018 revision was led by Jule McCombes-Tolis, Ph.D., Chief Academic Officer of Educator Training Initiatives at IDA, and Louisa Moats, Ed.D., who chaired the original standards development committee in 2010.