Carroll Introduces the New York Individuals with Dyslexia Education Act

Comprehensive approach to addressing the educational needs of children and their families statewide

Albany, NY – assemblymember Robert Carroll (D/WF-Brooklyn) announced today the introduction of A.7101, the New York Individuals with Dyslexia Education Act (NYIDEA).

Studies have shown that as many as one in five children have dyslexia or another phonemic awareness issue, but there is still no coherent approach in New York State to addressing their needs. Seventy percent of fourth graders in New York State are not reading at grade level while forty-two percent scored “Below Basic” meaning they can’t read according to the results of the federal National Assessment of Educational Progress for 2022. Despite this the State has not revamped how it teaches literacy and ranks near the bottom nationally in teacher training on evidence-based literacy curricula.

“It seems like every day I have parents calling my office desperate because their child can’t read and they don’t know where to turn,” said Assemblymember Carroll. “It is unconscionable given the high incidence of dyslexia that the State has no comprehensive plan for screening students for dyslexia and addressing their educational needs.”

The New York IDEA establishes statewide standards for the screening of students in grades kindergarten through five for dyslexia, for the interventions required for students identified as being at risk for dyslexia or having dyslexia, for parental notification regarding the outcomes of screenings and interventions, and for the training of educators and other school personnel regarding dyslexia screening and interventions.

 “We know the difference evidence-based reading interventions can make not just for kids with dyslexia like myself, but for all our students” said Assemblymember Carroll. “It is high time that the State stop turning its back on children with dyslexia and the broader literacy crisis we are facing.”

Educational research has unequivocally demonstrated that early identification of dyslexia, coupled with intervention and multisensory sequential phonics instruction drastically improves educational outcomes.