Reading and Dyslexia Legislation: The Confluence of Parallel Policies

• In Event: Poster Session 12
  In Poster Session: Division L Poster Session

Abstract

Over the past five years, more than 24 states have considered revisions to laws concerning the education of children with dyslexia (Youman & Mather, 2012). The purpose of this paper is to identify patterns in states’ recent approaches to dyslexia-related legislation and examine the social processes of problem framing that occur as state policymakers grapple with the persistent problem of reading difficulty among school-aged children. We then discuss the various constructs of reading/reading difficulty in legislative documents within a single state, and discuss their implications for implementation and future policy making.

Authors

• Rachael Gabriel, University of Connecticut

• Sarah L. Woulfin, University of Connecticut