LDE 86: (Part 2) What Schools Can—and Can’t—Do for Dyslexia... And the steps that create confident, independent readers - Jill Stowell

What schools can—and can’t—do for dyslexia. Jill Stowell explores the limits of RTI and MTSS in schools, the importance of early screening, and why true reading success depends on strengthening underlying processing skills. She shares practical, research-based interventions—like The Listening Program, Enhanced Lateralization, and symbol mastery—that help students become confident, independent readers.

IN THIS EPISODE:

Dyslexia support at school often means extra reading practice or classroom accommodations, but those alone don’t resolve the root challenges.

In this episode, Jill Stowell explains what schools can and can’t do for dyslexic students, why early screening matters, and what kinds of targeted interventions truly prepare students to become confident, independent readers.

• What RTI and MTSS provide in schools—and the structural limits of these supports for dyslexic learners.
• Why underlying auditory, visual, and kinesthetic processing skills must be developed for lasting reading success.
• Examples of effective interventions like The Listening Program, Enhanced Lateralization, symbol mastery, and movement-based activities.

SHOW NOTES

• California Dept. of Education
• Reading Rockets
• Advanced Brain Technologies
• The Listening Program (TLP)
• California CDE: K–2 universal screening begins 2025–26; screening informs instruction, is not a diagnosis/high-stakes measure; districts to adopt from an approved list. California Department of Education
• CDE Approved Screeners (Dec 17, 2024): Amira, mCLASS with DIBELS 8/Lectura, ROAR (gr 1–2), UCSF Multitudes. California Department of Education
• Parent notifications/timelines (CAHelp summary): opt-out and results timelines. cahelp.org
• National MTSS context: Tier 2/3 small-group/intensive supports with progress monitoring; state examples require immediate MTSS after risk flags. Reading Rockets+2Ohio Department of Education+2
• Phonemic awareness prevalence: ~25–30% with deficit in a key component of phonological awareness (Lindamood, 1992).

STOWELL LEARNING CENTER

At Stowell Learning Centers, we help children and adults break free from the constant struggles associated with dyslexia and other learning challenges.

Despite what you might have been told, your child doesn't have to “just live with it” and every day doesn't have to feel like a battle for them or for you.

When you're ready for real, lasting change, give us a call: 877-774-0444

👉 Click StowellCenter.com to schedule a call, or to find information and free resources