Karen Huppertz serves as the Director of Training for Kendore Learning, the teacher training division of Syllables Learning Center. She is currently the President of the International Dyslexia Association, Georgia Branch, where she helps coordinate IDAGA’s advocacy efforts.

By now you may have heard that Senate Bill 48 has passed a final vote in the Georgia legislature. Governor Kemp is expected to sign the bill into law this month. While this is a great step in the right direction, don’t anticipate rapid change. SB48 states that local school systems will not be required to screen all kindergarten students for dyslexia until the beginning of the 2024-2025 school year.

What SB48 Will Do

In a nutshell, the new law will establish a standard definition of dyslexia, set forth a timeline for mandated dyslexia screening, and begin the process of educating teachers about dyslexia. It does not address intervention beyond that currently used in schools, and does not mandate particular reading curricula.

Definitions – SB48 will provide a legal definition of dyslexia based on the International Dyslexia Association’s definition and specifically acknowledges the importance of phonemic awareness (the ability to recognize that words are made up of a sequence of sounds and be able to manipulate them for reading, writing and speaking).

The bill further states that a ‘qualified dyslexia screening tool’ will need to measure phonological awareness skills, phonemic decoding efficiency, sight word reading skills, rapid automatic naming skills, and accuracy of word-reading of grade-level text. These are important steps toward educating teachers in Georgia and are exactly what we do when screening students here at Syllables.

Policies – Based on these steps, the new law will require the State Board of Education to develop policies for referring students in kindergarten through third grade for dyslexia screening “who have been identified through the RTI process” no later than July 1, 2020. These new policies will also include a list of approved dyslexia screening tools for schools, a process for letting parents know the results of the screening and a process for monitoring student progress after screening.

Teacher Training – SB48 also requires the Department of Education to collaborate with the Professional Standards Committee to improve and update professional development opportunities for teachers specifically relating to dyslexia. By Dec. 30, 2019, the Professional Standards Commission will create a ‘Dyslexia Endorsement for Teachers’ trained in dyslexia awareness and how to use a dyslexia screening tool. This is a step in the right direction but does not mean teachers will be trained in remediation for dyslexic students.

Pilot Program – The new law requires the State School Superintendent to establish a 3-year pilot program to “demonstrate and evaluate the effectiveness of early reading assistance programs for students with risks factors for dyslexia” beginning with the 2020-2021 school year.

Dyslexia Screening in all Schools – Beginning with the 2024-2025 school year, local school systems will be required to screen all kindergarten students for dyslexia. At the same time, students in grades one through three will be screened if they have been identified through the RTI process.

At the College Level – Finally, SB48 requires (but without a deadline) the Professional Standards Commission to include dyslexia awareness information in teacher preparation programs for elementary and secondary education instruction. New teachers coming out of colleges and universities will enter the classroom knowing the definition of dyslexia, how to spot the signs and screen students, and what kinds of instruction will help. This does not require teachers be trained in good instruction.

Many parents will say this is not enough, and not soon enough. While we agree, we have watched other states attempt aggressive legislation just to see it fail. Dyslexia advocates like those at the International Dyslexia Association Georgia and Decoding Dyslexia Georgia will continue to work toward strengthening dyslexia legislation in Georgia.

At Syllables Learning Center, our greatest hope is that one day all teachers will be trained to identify students with dyslexia in kindergarten. Our teacher training division,  Kendore Learning, dreams of a day when all teachers are equipped with the training they need to help struggling readers in the classroom. This new law is an exciting step in the right direction. We are carefully following this legislation and will keep you updated.

Read the final draft of SB48 and don’t hesitate to contact us with any questions.

Learn about the signs and symptoms of dyslexia.

Phonics is the pairing of a language sound with a symbol (letter). When teaching phonics (i.e., the letter ‘b’ says /b/) it is very important that students are taught the correct pronunciation of the most frequent sound of that letter. That is why the Kendore/Syllables curriculum emphasizes correct sound pronunciation before moving on to more advanced reading concepts.

We cannot stress this enough: it is crucial that teachers and parents form sounds correctly! However, many of us make the common mistake of saying “muh” for /m/ and “buh” for /b/, etc. This is because of the way many of us were taught years ago — old habits are hard to break!

After viewing the Correct Sound Production video, listen to yourself make the sounds to ensure that you are saying them properly. This will pay off when you start blending sounds to make words.

As teachers and parents, we hear “why” all day, every day! It can get frustrating, but it’s crucial that you answer the “why” when you teach reading. Why? Because teaching kids the reason behind the rule helps them to memorize less and internalize more. If you don’t know “why,” explore with your students and figure it out.

Watch this compelling video to hear Jennifer Hasser discuss WHY it’s important to teach kids the WHY!

We have fantastic news! Our training program and curriculum have been officially accredited by the International Multisensory Structured Language Education Council (IMSLEC) and the International Dyslexia Association (IDA). With these important seals of approval, Kendore Learning and Syllables Learning Center join the elite ranks of programs across the country recognized to help students overcome dyslexia and related issues.

The IMSLEC and IDA Accreditation Process

The IMSLEC Accreditation team hard at work on site at Syllables/Kendore.

During the accreditation process, IMSLEC and IDA conducted an in-depth review of Kendore Learning’s Structured Literacy curriculum, which is used one-on-one at Syllables Learning Center and in classrooms across the nation through our Kendore teacher training program. In addition to scrutinizing all curriculum content for completeness and efficacy, the governing bodies examined our staff credentials, facilities, and operational procedures.

The two-year accreditation process was capped off by an onsite visit by members of the IMSLEC team, who spent several days with us to observe how we work with students and train teachers. Since the review team consisted of professionals who work for other IMSLEC/IDA certified programs, it provided us with an excellent opportunity to exchange information, receive validation about the quality of our program, and to form lasting relationships with like-minded colleagues from other well-respected programs.

What IMSLEC and IDA Accreditation Means for our Students and Teachers

We enjoyed working with the IMSLEC team and were so impressed by their knowledge and dedication.

Parents who send their children to Syllables Learning Center can rest assured that their child is receiving the highest level of reading therapy available. Teachers who are trained by Kendore Learning know that our training and curriculum meet well-defined educational standards. Our curriculum, staff, and facilities have been rigorously examined throughout the two-year IMSLEC and IDA Accreditation process and we are thrilled that we have passed with flying colors and high accolades!

Learn More About IMSLEC

Learn More About IDA

If a child has heard a word and understands its meaning, they are more likely to be able to read that word when they encounter it in text. That’s why it’s important to develop oral language by reading and talking to your child. Watch this quick video for more information.

Workshop: Retention Prevention
Thursday, January 25th
7:00 – 8:30 pm
Syllables Learning Center
12755 Century Drive, Suite C
Alpharetta, GA 30009
Register

Standardized testing season is about to begin. With the Georgia Milestones right around the corner, schools are already evaluating student progress and creating a short list of students at risk of being retained. If you are concerned about your child’s progress, now is the time to determine where your child stands and develop a plan. Waiting until standardized test results come in will not give you the time you need to reverse your child’s trajectory.

Communicate with your child’s teachers now about your concerns. Make conversations productive by being as specific as possible. Telling a teacher, “My child can’t seem to answer basic questions about what she’s just read,” or asking “Should it take her 45 minutes to complete her math homework?” will start a more productive dialog than simply asking, “How is my child doing?” Keep a notebook with a running list of questions and concerns that arise when your child is doing their homework or when papers come home from school. A positive, collaborative line of communication between you and your child’s teacher will help prevent any surprises from cropping up at the end of the school year.

Jennifer Hasser

If you would like more strategies to help your student, please join Syllables Executive Director Jennifer Hasser on the evening of January 25^th for Retention Prevention: What You Need to Know Before Standardized Testing. The workshop is free, but please register.

To learn more about the impacts of retention, watch the short video below:

Join Me on September 18th at 6:30 pm

A Message from Executive Director Jennifer Hasser

When your child struggles in school or is diagnosed with a learning disability, your role as a parent shifts. Suddenly you find yourself navigating complicated territory — struggling to become an expert in what’s wrong, and sorting through the confusing web of options to help your child. It’s overwhelming at best, but when you layer on worry and fear, it can be debilitating. Time and time again, I meet parents who are nearly paralyzed as they begin the process of getting their child the help they need.

As the captain of your child’s team, one of your most important jobs is to determine how best to work with your child’s teachers and school. The most successful parents I see are those who stay organized and manage to keep the process non-confrontational. They understand what the school can provide, and they know when they need to seek outside help.

Unfortunately, I also see parents who make costly missteps when working with teachers and administrators. Parents of children with learning issues do not have time to make mistakes.

Please join me on Tuesday, September 12^th at 6:45 pm for a free workshop entitled, “Advocacy: Effectively Partnering with Your Child’s Teachers and School.” At the workshop, I will discuss five common mistakes I have seen parents make, and I will teach you how to avoid these pitfalls. Parents will leave the session with a better understanding of the IEP process and will be equipped to foster a constructive relationship with their child’s teachers and school.

This workshop is sponsored by the Georgia Branch of the International Dyslexia Association and Understood.org.  Understood is a collaboration among nonprofit organizations with the express purpose of helping parents of children with learning and attention issues. Understood provides concrete, tangible tools and information, as well as access to experts who can help parents and children on their journey. Joseph Cortes of Understood will be at the workshop and will provide participants with a free (and very helpful) IEP Organizational Binder.

Advocacy: Effectively Partnering With Your Child’s Teachers and School
Tuesday, September 18^th, 6:30
Mountain View Library
3320 Sandy Plains Rd, Marietta, GA 30066

Session is free, but please RSVP 

You know the feeling.

If you are the parent of a student with reading challenges, you’ve been there.

You’ve held your child who sobs, “I’m dumb,” while you ache with frustration that the world can’t see the brilliance you know is there.

You’ve eagerly scanned the classroom bulletin board, then stopped in your tracks when you realize that the scruffy paper with the poor handwriting belongs to your child. Your heart has broken with the realization that your child feels this spotlight of shame every day.

You’ve grinned at the “helpful” moms who offer up suggestions while inside you want to scream.

You’ve endured conferences where you’ve been told to “work with your child at home,” as if more of what’s not working will somehow make a difference (or as if some negligence on your part caused the problem in the first place).

What if it didn’t have to be this way?

Imagine a world that looks like this:

Classroom teachers are given the tools and support to effectively teach all children to read.

Every student leaves the classroom each day feeling smart, empowered, and excited about school.

Children who learn differently never struggle and typical learners are able to soar.

Families do not have to choose between help for their child and basic necessities.

This is a realistic dream, and it’s the dream of Kendore Cares.

Kendore Cares is a new nonprofit organization that brings the strategies and curriculum of Syllables Learning Center into the classroom. It’s a proven system of reaching struggling readers before they struggle and of helping all children reach their fullest potential.

The consequences are too dire to ignore!

Reading forms the foundation for learning throughout life. Yet 15 to 20 percent of all school-aged children have reading problems, many of which go undiagnosed. We know that unaddressed reading issues result in dire consequences for individuals, families, and communities:

Children who cannot read proficiently by third grade are four times more likely to drop out of school.

Two-thirds of students who cannot read proficiently by the end of fourth grade will end up in jail or on welfare.

Help us provide the solution.

Maybe this cause is personal to you – perhaps you are a parent who has agonized while your child has struggled. Maybe you’ve been able to get your child the help they need, but you realize that not all are so fortunate. Maybe you have thought time and time again, “there’s got to be a way to help my child at school in a classroom setting.” Perhaps you are not personally affected by reading struggles, but you are compelled by the stories or statistics of those who are.

We invite you to help. Please join us on March 3^rd for our inaugural event, Gin&Phonics. You will learn more about Kendore Cares, and you will be given the opportunity to make a difference. You will also experience a lively evening of fun, food, and entertainment and you will leave feeling excited about the opportunities that await all children of Georgia.

Learn More About Gin&Phonics

Learn More About Kendore Cares

Why Do Children Experience b d Confusion?

To understand b d reversals, it helps to think about how we learn to label objects. When children are very young and beginning to acquire language, the first thing they learn is to associate names with objects. They learn that a ball is a ball, a cup is a cup, and so on. They also learn that no matter how they view an object, its name typically does not change — a cup is still a cup whether it’s on the table or upside down on the floor.

When we introduce letters to children, things get a bit more tricky. Thankfully, most letters look unique, making them easier to associate with their name. For instance, y, k, f, and e all look different. They can be identified even if they are viewed backward or on their side. This is not so for b and d. They are mirror images that look so similar that they are difficult to tell apart. Furthermore, if these tricky twins are flipped upside down, p and q become involved!

It is important to note that b d confusion is NOT a phonics issue — children do not say “mom and bab” instead of “mom and dad.” They are not confusing the sounds, they are visually confusing their symbols.

Most children under age seven make occasional b d reversals. This is not a concern and will correct itself over time. But children with learning issues, including dyslexia, can have b d confusion that persists past the age where children begin to accurately discriminate between b and d.

How to Correct b d Reversals

The most effective way to promote learning is through frequency, intensity, and duration. In other words, the best way to correct b d reversals is to spend time with b and d! Students should be taught correct mouth formation when each sound is made and they should be exposed to b d discrimination activities repeatedly over time. Kendore Learning’s dabboo hand tattoos intensely reinforce b d identification over a period of several days. To learn more b d reversal remedies and to learn a helpful b d fingerplay, watch the videos below.

Dyslexia Awareness Month was busy and exciting — with events taking place across the nation. It was a time to reflect on the importance of literacy education, raise much needed funding, and come together as a community to support those with dyslexia.

Here in Georgia we were proud to sponsor the annual Dyslexia Dash. On a personal note, it was rewarding for me to see an event I started years ago grow into a powerful force in providing funding and community support for literacy initiatives.

On a national level, I was honored to lead a workshop at the International Dyslexia Association Annual Conference in Dallas. Hundreds of educators attended our session to learn about the importance of multisensory education (and to discover the benefits of the Ghost Poop Relay!!). It is inspiring to meet people from across the nation who have devoted their lives and careers to helping people with dyslexia.

The month has ended, but its benefits continue.

— Jennifer Hasser, Kendore Learning and Syllables Learning Center Executive Director

Our workshop, Putting Research into PLAY, was attended by dyslexia educators from across the nation.

The Kendore/Syllables team at the IDA conference. We enjoyed meeting so many dyslexia educators and advocates.

We had a blast working the Dyslexia Dash photo booth.

At the IDA Conference, more than 100 of us played Beach Ball Pass to demonstrate fun and effective ways to teach literacy.

Spelling Bees Anna-Leena and Pam buzzed around the Kendore Booth and celebrated Halloween at the International Dyslexia Association Conference.

We practice what we preach! Our workshop at the IDA Conference was multisensory and full of movement.

Preparing for the Beach Ball Pass at the IDA Conference. Before each activity, we discussed research that proves that multisensory education WORKS!

Yes, toilet bowl brushes can be effective learning tools!

Runners and supporters at the Dyslexia Dash. This group of dedicated teachers goes the extra mile (literally) for their students.

The Syllables/Kendore team at the Dash finish line.

We enjoyed introducing educators to Kendore’s multisensory games and activities at the IDA Conference.

Families came together to have fun at the Dyslexia Dash. Here a dad and daughter played a multisensory game in gooey Brain Freeze.