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Dyslexia has a profound impact on literacy in classrooms and in the workplace. This condition impacts 20% of the population and accounts for up to 90% of learning disabilities. It affects graduation rates and mental health, even limiting long-term earning potential. With early literacy intervention, however, negative outcomes can be avoided.
At Marian University, we help educators address literacy gaps and foster a deep-seated love of reading. Grounded in cognitive science and linguistics, our Science of Reading initiatives draw on a wealth of evidence to promote instructional strategies that work. We tackle literacy challenges head-on through dyslexia education training and community engagement. Learn how we provide dyslexia support for teachers while advocating for broad-based Reading Science professional development.
Early identification leads to early intervention, and early intervention is key to helping students with dyslexia learn to read. Students are often diagnosed around 2nd or 3rd grade as reading expectations increase rapidly, but by then, it's already more difficult to overcome early challenges — especially losses in confidence or a general dislike of reading that, simply put, can be expected when students struggle so much.
Early literacy gaps require urgent attention: delays that seem modest to parents can quickly snowball, leaving students struggling to regain lost ground. In fact, the majority of students who lack reading proficiency in third grade never truly catch up.
Reading challenges are alarming on their own, but the ripple effects cause extra concern. This complicates a crucial transition in late elementary school, which is the shift from learning to read towards reading to learn. Reading is foundational to science, social studies, and even math, so students who struggle with literacy may fall behind in other areas as well.
In early childhood or kindergarten, at-risk students may struggle to recognize letters or link them to sounds. Developmental indicators can be just as insightful, as struggling readers may express frustration or avoid learning activities outright.
Early intervention can deliver quick improvements in phonemic awareness, but the implications go beyond specific literacy skills. Ultimately, the goal is to create confident readers. The more time students spend struggling, the less enjoyable reading becomes — and the less likely these students are to persist through academic challenges. This creates a harmful cycle that, if not interrupted, could persist throughout the entire K-12 experience.
Targeted support breaks that cycle while helping students build practical skills and a growth mindset. They come to see themselves as capable readers, even developing a passion for reading that transcends the classroom.
Undiagnosed dyslexia is often at the heart of reading struggles. It is one of many concerns that can be more effectively addressed through literacy intervention programs. As dyslexia awareness and identification improve, we must also improve the quality of support that students with dyslexia receive. This is where the Science of Reading dyslexia connection comes into play.
The Science of Reading has reshaped our understanding of what effective literacy instruction looks like and what it requires. We've moved beyond the balanced literacy and whole language approaches of yesteryear to focus on the cognitive and linguistic processes that allow students to link sounds to text.
Educators are enthusiastic about the science of reading but not always equipped with the tools or support needed to turn theory into practical classroom routines. They need to know how terms like "phonemic awareness" actually play out on a day-to-day basis. Modeling is key, as are accessible interventions that teachers can build into their own classrooms.
Many educators struggle to identify symptoms of dyslexia or to distinguish these issues from broader concerns in literacy education. Dyslexia-aware training helps them adopt the tools needed to recognize when students need extra support and to respond accordingly by implementing evidence-backed strategies. Educator dyslexia training incorporates orthographic mapping and accessible routines such as Say It, Tap It, Map It, Graph It, along with sound walls and other tools that boost phoneme awareness.
Marian University is a proven leader in innovative literacy interventions. We firmly believe that the Science of Reading can unlock exciting improvements in childhood literacy, strengthening confidence among diverse learners — including students with dyslexia.
Educators across Indiana can benefit from exploring the Science of Reading. To improve statewide outcomes, we provide easy access to helpful resources, including a comprehensive digital collection known as the Dyslexia Toolkit.
Although relevant to many concerns surrounding contemporary literacy instruction, this toolkit is particularly valuable for educators hoping to better understand and support students with dyslexia. The toolkit dedicates an entire section to dyslexia identification and support, examining research-backed accommodations, modifications, and reading interventions.
Educators who use our toolkit uncover clear, repeatable steps that students with dyslexia can easily follow. This resource also offers lesson structures and video-based modeling, so educators understand what evidence-based instruction looks like in practice.
The shift from literacy research to classroom impact isn't automatic; it takes considerable guidance and modeling to adopt evidence-based instructional practices. This can be overwhelming amid other classroom challenges, but professional development addresses this divide. Teachers receive steady support as they discover how to use practical tools and techniques within literacy-forward classrooms.
Small improvements can have profound effects, but the movement to improve literacy doesn't stop at the classroom level. Expanded outreach helps educators across the nation build critical competencies.
At Marian University, we accomplish this by sharing our Dyslexia Toolkit and through our work with the Center for Vibrant Schools. As a hub for school improvement, the Center for Vibrant Schools extends literacy support through partnerships and shared instructional resources.
Literacy is a hot topic in Indiana. Following years of concerning rankings, the state wholeheartedly embraced the Science of Reading. In 2023, educational reforms brought phonemic awareness, phonics, fluency, vocabulary and comprehension to early literacy instruction.
This shift is already paying off. Indiana ranks sixth among states nationwide for literacy gains in the past few years. Secretary of Education Katie Jenner is happy to celebrate these improvements, but also, committed to "keeping our foot on the gas pedal."
There's no denying that early literacy is now a statewide priority. Parents are all-in with the state's evidence-based approach; over eight in ten parents believe it's important for their respective schools to implement the Science of Reading.
In response, districts are sharpening instruction via research-backed curricula and targeted interventions. Both focus on the foundational skills identified through Science of Reading research: phonemic awareness, phonics, fluency, vocabulary, and comprehension. When these skills are prioritized and appropriately integrated, students gain the building blocks for decoding text with ease.
Like parents, educators are enthusiastic about the Science of Reading. Many, however, feel limited in what they can actually accomplish, simply because they face so many other obstacles. Large class sizes impede individualized instruction, as does a general lack of planning time. Educators are better equipped to overcome these challenges when they receive targeted tools that limit guesswork and model proven instructional strategies.
Today's educators are aware of the ongoing challenges presented by dyslexia and have also connected this to the broader discussion of literacy challenges. Recognition does not always lead to meaningful action. Tailored instructional skills and research-backed routines ultimately determine whether theoretical insights lead to quantifiable results.
The Science of Reading confirms that literacy requires a distinct skill set (involving diverse abilities such as phonics and comprehension), but the same is true of harnessing the Science of Reading to actually teach students. Effective intervention requires advanced instructional competencies, shaped through graduate-level training and ongoing professional development:
Confidence is just as essential. Without it, educators may struggle to push back against outdated stereotypes surrounding dyslexia or evidence-based instruction. Professional development boosts confidence in instruction much like evidence-based practices improve confidence in reading. This is performed through intentional routines and robust support, with skills developed one step at a time.
Literacy intervention is a team effort. Teachers form the foundation with evidence-based classroom instruction, but they require robust support from other professionals, along with parents and entire communities. Reading specialists support targeted interventions while speech-language pathologists help address language processing concerns. Parents reinforce skills at home while providing consistent encouragement.
Instructional training and toolkits help teachers build relationships with parents and community members. These resources help educators explain how students learn to read and how specific tools and techniques make this process easier or more enjoyable. Clear explanations improve parent buy-in and ultimately strengthen support outside of the classroom.
At Marian University, we are deeply invested in strengthening literacy through the Science of Reading. We empower educators through graduate programs and practical toolkits — and we support communities through powerful partnerships built on a shared commitment to advancing literacy.
Research has transformed our understanding of childhood literacy and has also uncovered interventions that address reading challenges at the source. Our goal at Marian University is to share these findings with educators in a way that feels both illuminating and actionable. Our Fred S. Klipsch Educators College offers well-rounded support to educators at all stages in their professional journeys. This means setting the stage for a successful entry into the K-12 workforce and supporting ongoing growth through graduate-level training.
At Marian University, we recognize that the literacy crisis has broad implications and requires broad solutions. In addition to offering support for individual educators, we shape conversations at the state level. This begins with sharing our expertise to boost literacy intervention in Indiana and beyond. Resources such as the Dyslexia Toolkit bolster instructional practices across diverse educational environments.
We've made great strides in improving literacy instruction (and dyslexia interventions) through the Science of Reading — but this journey is only just beginning. Lasting progress is only possible when Indiana's educators have the tools and support needed to apply evidence-backed strategies with confidence.
Our Master of Science in Reading Science empowers educators to make the most of today's innovative, research-backed models and interventions. This is just one of many ways we support literacy improvements, as we're actively involved in the Science of Reading movement and we partner with many organizations that share our passion and drive.
Learn more about the Marian University dyslexia education philosophy and the graduate programs that support it. We also encourage you to browse our additional resources on literacy and the Science of Reading. If you're ready to take the next step, learn more about our admissions process or apply today.
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