This guest contributor is a New Jersey teacher who wishes to remain anonymous because they fear repercussions from administrators as well as for their child’s educational experiences. They note, it is “unproductive if teachers or parents are labeled a problem.”

Meghann Bierly, who coordinates this series, is the founder of Keel Services, a school psychologist, and a community organizer advocating for improved reading instruction by raising the voices of New Jersey teachers, parents, and students. For more in this series see here and here. Please contact Meghann Bierly if you would like to share your story.

I am the parent of a child who did not learn to read easily. He struggled. He didn’t want to read because reading was so difficult. He cried.

We sought the help of a tutor trained in structured literacy and the science of reading who gave him the gift of reading through excellent instruction. 

But what if we couldn’t afford a tutor? What if our son didn’t get the help he needed? He would be a second grader reading at a kindergarten level. Instead, he is now on grade level after five months of tutoring.

And as great as that is for my son, that’s not right. Families of children who struggle with reading, or families of children with dyslexia, want our kids to take AP classes and be National Merit scholars too.

I have met with district leaders to share my concerns about our reading program. To their credit, they’ve taken every meeting and listened to my concerns. They’ve implemented initiatives and funded resources to support foundational reading skills. I greatly appreciate their partnership.

However, there is still so much more to do because in my school district we disagree on a fundamental issue that the school board must consider: Our core reading program is a balanced literacy program which has been  widely criticized for its relative lack of focus on foundational skills. 

In fact, the International Dyslexia Association states that balanced literacy is not effective for struggling readers and does not meet the needs of students with dyslexia.

We must move away from balanced literacy and, instead, fund curriculum, resources, and training based on the science of reading. Say NO to any request for spending on balanced literacy. Give every student their best chance for reading success.

Looking back, my son never had a chance. And we’re not out of the woods yet. For two years, through kindergarten and first grade, he struggled so that is a part of his identity now. Maybe it always will be, in some small way, yet he’s had advantages other struggling readers never get.

Not every family can afford a tutor but every child deserves to have the gift of reading