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 The Invisible Dyslexics: How Public School Systems In Baltimore and Elsewhere Discriminate Against Poor Children February 1, 2003 - Our nation’s general failure to diagnose and treat early reading difficulties is disproportionately harmful to poor and minority students. At least 20 percent of the children in Baltimore City public schools and other large urban districts can be called “invisible dyslexics.” Though definitions of dyslexia vary, it is usually understood to mean difficulties in learning to read. “Invisible dyslexics” are children whose academic futures are doomed because their problems in learning to read are either diagnosed too late and treated too little, or not diagnosed or treated at all. This report outlines several factors that further impede children with "invisible dyslexia" from getting proper instruction in their earlier years. Children who possess a high IQ and poor reading skills fit what is known as a "discrepency requirement", entitling them to special education at an earlier age, whereas children from lower income families who posses lower IQ scores are often disciminated against due to low teacher expectations. Additionally, teachers don't have the proper skills to teach children with learning disablities. These and other factors are discussed in this report. Download Full Publication Copyright 2002-2009 The Abell Foundation. All Rights Reserved.
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Top right photo © Susie Fitzhugh
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