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Governor signs literacy bill into law as advocates celebrate perseverance

Thu, 12 Mar 2026 21:25:29 GMT

Supporters of Senate File 59, “K-12 language and literacy program,” look on as Gov. Mark Gordon signs the bill into law Friday in his ceremonial room. The program is designed to ensure all Wyoming students in grades K-12 receive evidence-based reading instruction, along with early screeners, multi-tiered systems of support and interventions and individual reading plans for struggling readers.

Carrie Haderlie/Wyoming Tribune Eagle

CHEYENNE (WyomingNews.com) — Surrounded by advocates, parents and children, Gov. Mark Gordon signed the state’s new literacy plan into law Friday afternoon.

Gordon signed Senate Enrolled Act 43, “K-12 Language and Literacy Program,” which is designed to ensure all Wyoming students receive evidence-based reading instruction, along with early screeners, multi-tiered systems of support and interventions and individual reading plans for struggling readers.

State Superintendent of Public Instruction Megan Degenfelder said the day was “tremendously exciting” and the culmination of an effort years in the making.

“I am proud to say we got the job done, and it was because of so many people that were part of the process,” she said. “Today, the signal is that Wyoming is not going to let a single child fall through the cracks.”

Rep. Landon Brown, R-Cheyenne, said the bill being passed, applying to all students K-12, means that every student matters.

“We owe it to them, we owe it to their families, we owe it to every single taxpayer that has been paying for our education system. We owe it to them that they can read when they leave high school,” Brown said.

Currently, reading, screening and intervention programs require school districts to implement literacy programs for students in kindergarten through third grade, Gordon said.

“This act repeals existing law, creating the Wyoming language and literacy program … that requires districts to implement literacy plans that serve students in kindergarten through grade 12,” Gordon said.

Literacy plans must identify students with reading difficulties, use universal and dyslexia screeners, diagnostic assessments and deliver evidence-based language and literacy instruction.The act also requires districts with 60% or more students reading below grade level proficiency to offer summer literacy camps or extended support programs.

The act also requires the Wyoming Department of Education to establish a literacy division to administer the program, as well as to identify universal and dyslexia assessments, evidence-based instruction and instructional materials in state rules. This act also requires the department to establish professional development requirements related to literacy instruction.

Before the bill signing, Annie McGlothlin, co-founder of WYO Right to Read, said the law represents a win for families and children, particularly those who struggle with dyslexia.

“We are all looking at this cautiously optimistic to make sure that the bill, as it is written, is actually implemented, not only the evidence-based programs that are necessary, but equally important is the teacher training,” she said. “If the bill is implemented as is intended, then families who have children with dyslexia have a little more leverage. There is federal law, but this adds an extra layer of protection for families.”

The process had been stressful for many families, but they persevered, she said.

“They persevered, because we love our kids,” McGlothlin said.

Chandel Pine, founded Paul’s Mountain-Advocacy for Literacy in memory of her son, Paul, who died by suicide at Carpenter Elementary School in 2023. Pine established her nonprofit to help children who struggle to read.

“I didn’t think this was going to happen, with it being a budget year. But when the LSO number was Paul’s birthday, I was like, maybe God has this in his path,” Pine told the WTE. “He wants us to climb Paul’s mountain. I’m grateful that all the legislators listened to what the children need. This is for the kids, and adults need to do what is best for them.”

Surrounded by children, Gordon said the act will go into effect July 1.

“What are we going to do before then?” Gordon asked.

“Read!” several children replied.

Governor signs literacy bill into law as advocates celebrate perseverance

Carrie Haderlie Wyoming Tribune Eagle | Mar 6, 2026 Updated Mar 10, 2026 | News | wyomingnews.com

Our tax dollars should guarantee every child can read

Fri, 23 Jan 2026 22:23:16 GMT

Article updated March 10, 2026

Recently, while reviewing our property tax statement, I noticed what we all know: a significant portion of our taxes fund education. This is exactly as it should be. We should wholeheartedly support quality education and equal access to that education for all Wyoming children.

But here’s the question that keeps me up at night: Why do we continue paying property taxes for education when one in five of our children — those with dyslexia — are systematically denied the opportunity to learn to read?

This is not how our tax dollars are supposed to work.

Currently in Wyoming, dyslexic children receive evidence-based reading instruction if their parents can afford private tutoring or have the resources to hire special education attorneys. Let that sink in. We’re talking about approximately 18,897 students out of Wyoming’s 94,488 total enrollment — 20% of our student population whose right to literacy depends on their family’s income.

Of these nearly 19,000 students, approximately 11,338 fall within the mild-to-moderate range of dyslexia, while approximately 7,558 struggle with more severe or profound forms requiring intense, long-term support. These aren’t small numbers. These are thousands of Wyoming children being left behind.

This isn’t about local control — it’s about accountability

Some argue this is a “local control” issue. We at WYO Right to Read disagree. This is about school districts doing what they’re paid to do: teach our children to read. When we hand over our tax dollars, we have every right to expect results.

The science is clear. Reading instruction isn’t rocket science — but it does require proper training. A one- or three-day workshop doesn’t cut it. Professional development dollars must show results, and currently, they don’t.

Our special education teachers want to help. Most are eager to learn evidence-based methods that work. They need — and deserve — comprehensive training in programs approved by the International Dyslexia Association, delivered by experts who understand the neuroscience of reading. These dedicated educators shouldn’t be set up to fail, and our children shouldn’t pay the price for inadequate district support.

The science of reading isn’t new

Those of us over 40 remember learning to read through systematic phonics instruction. We were taught phonemic awareness first. Guessing strategies, contextual cues and picture prompts were never considered legitimate teaching methods — because they aren’t.

Decades of research confirm what we knew then: explicit, systematic instruction in phonics works for ALL students, because it does not rely on children figuring out the written code of spoken language on their own. The three-cueing method and balanced literacy approaches have been debunked repeatedly by scientific studies. Yet many Wyoming classrooms still rely on these disproven methods, leaving struggling readers farther behind each year.

Just like some children need more explicit instruction and practice learning to swim or to throw a football, some children need more explicit instruction and practice learning the written code of spoken language which structured literacy provides.

What about parents’ rights?

Parents have a right to expect more from our school districts. No parent should come home to find their child having an emotional breakdown because their teacher wasn’t trained in methods that actually work.

We want our children to feel confident and capable in school — not humiliated, isolated or depressed.

What’s happening to dyslexic students in Wyoming is beyond the pale. These are bright children. They can learn to read beautifully when taught with structured literacy approaches. Denying them this instruction is unthinkable, and we need to start talking about it that way.

A path forward

The Wyoming Joint Education Committee passed a K-12 Language and Literacy bill that will finally provide accountability. This upcoming legislation will be introduced in the Senate. The bill will ensure that all students receive structured literacy instruction grounded in the science of reading. It will hold school districts accountable to Wyoming Chapter 56 rules and federal requirements guaranteeing equal access to quality education.

This bill isn’t asking for anything radical. It simply requires that evidence-based methods — the kind approved by the International Dyslexia Association and supported by decades of research — be used to teach all children to read.

Call your legislator and tell them to vote YES on the JEC K-12 Language & Literacy bill.

The bottom line

Reading is a right, not a privilege reserved for children whose parents can afford private intervention.

When we pay our property taxes, we’re investing in the future of our state. We have every right to demand that school districts use proven methods, train teachers properly, and ensure every Wyoming child learns to read.

Image: Hannah Habermann - Wyoming Public Media

Annie McGlothlin , co-founder of WYO Right to Read, has spent decades advocating for children’s educational rights and for the rights of adults with disabilities to live with choice, dignity and opportunity. A paralegal, mother of an adult son with autism, and grandmother raising a grandson with dyslexia, she was instrumental in passing 2019 legislation to protect children in the court system and organized the 2014 Capitol march for disability funding.

Literacy advocates aim to educate legislators on science of reading

Sun, 30 Nov 2025 19:20:39 GMT

WYO Right to Read advocates pose with state Sen. Chris Rothfuss, D-Laramie. Courtesy of WYO Right to Read

CHEYENNE — Dyslexia advocates pushing for new legislation to address reading intervention in the state may face an uphill battle getting a bill unrelated to the budget passed during the upcoming session.

Though the bill ultimately received support from lawmakers during a Joint Education Committee meeting earlier this month, there is still a lot of advocacy needed to get the bill passed.

If passed, the bill would establish a more robust K-12 language and literacy program.

"The biggest thing is we've just got to make sure that our fellow legislators understand that in their own districts we're leaving kids behind," co-Chair Sen. Wendy Schuler, R-Evanston, told the Wyoming Tribune Eagle.

Not only will advocates face the typical struggles of getting a non-budget bill introduced — which requires a two-thirds majority in a bill's chamber of origin — and passed during a budget session, a handful of legislators have expressed concerns about government overreach and the extent to which the bill governs the way reading is taught.

Wyoming already has literacy-related laws on the books; however, advocates with local nonprofit WYO Right to Read say that those laws are not being enforced, and children are being left behind.

Unlike existing laws, this new bill is focused on more up-to-date methods supported by the science of reading, a comprehensive body of research that explains how the brain learns to read and write.

"Our goal is to go and meet with every legislator," Gay Wilson with WYO Right to Read said. "It's not just us, it's other stakeholders in the state that want to help educate legislators, principals and teachers on evidence-based instruction and the science of reading. Because … they don't know what they don't know."

As it is currently written, the bill would prohibit the use of three queuing systems as a basis for teaching word recognition, and outlines requirements for how all Wyoming students, particularly those with dyslexia or other reading difficulties, would receive "structured, evidence-based literacy instruction," according to WYO Right to Read.

"Every time you turn around, there's a principal, there's this teacher, a special ed teacher and administrators saying, 'Well, I'm sorry, the state of Wyoming doesn't recognize dyslexia,'" Annie McGlothlin with WYO Right to Read said.

Though Wyoming legally does recognize dyslexia, McGlothlin said misinformation in school districts has led to several parents being told that is not the case.

"When that misinformation is being disseminated across our state … what does that say about children's rights to read?" McGlothlin said.

While the state ranks competitively in academic testing, literacy issues are still prevalent, particularly in test scores. In 2024, fewer Wyoming students performed at or above proficiency levels than in the previous five years.

In 2024, NAEP testing showed 36% of the state's fourth graders and 29% of eighth graders performed at or above the proficient level in reading.

Earlier this month, several parents, advocates and children told the committee, sometimes through tears, about the struggles that kids not meeting proficiency standards face.

Chandel Pine, an advocate with WYO Right to Read, was among those parents. Her son, Paul, faced mental health problems that stemmed from reading difficulties, even after being held back in kindergarten and receiving interventions each year. He died by suicide in fifth grade.

"He never got that instruction in school because he was supposed to on the first day of his Individualized Education Plan (IEP) when he hung himself," Pine said.

Pine noted that most parents whose children face reading difficulties aren't aware of the terminology around reading. They don't know what the science of reading is, or how some methods of teaching reading are more evidence-based than others. All she knew when Paul died was that she trusted the public school system to teach her son to read.

"After years of failed interventions that impacted my son's mental health — he thought he was stupid, that he didn't deserve many things, he just beat himself up because he didn't know how to read — why did we have to wait until that point?" Pine said.

For parents like Pine, who are aware of the science of reading and recommended methods, this bill serves as a way to catch the kids who are being left behind.

Rep. Tom Kelly, R-Sheridan, was among those critical of the bill. He noted that while it is clear the state has a problem, he worried about "a sweeping one-size-fits-all policy for all districts," regardless of need.

"I do have concerns that if there are districts that currently have in place systems that are working that this could possibly disrupt those systems that are working," Kelly said during the committee meeting.

Kelly's concerns were shared by Wyoming Association of School Administrators Executive Director Boyd Brown.

"I'm not aware of any other place in statute where a teacher was told they could not use an instructional tool to help improve a student," Brown said, referring to the bill's prohibition of the three queuing system. "... I think teachers need to have as many arrows in their quiver as students need to be successful."

WYO Right to Read advocates rejected the idea that this would disrupt working programs, because those programs don't work for kids with dyslexia. Rather they said that these methods are proven to work for every child, without leaving kids with learning disabilities behind.

"Every child learns to read the same way," Kari Roden with WYO Right to Read said, referring to the science of reading. "For some, it's easier, and for some, it's harder. You just have to give more intense instruction to the kids where it's harder; that's it."

Like many of the women with WYO Right to Read, Roden has been advocating to the Legislature on this topic for years. She is a Wilson Dyslexia Therapist and a CERI-certified Structured Literacy Dyslexia Specialist, who also serves on the International Dyslexia Association Rocky Mountain Branch Board of

Directors.

Though the concern about overreach was well discussed at the meeting, Schuler said the bill has been such a collaborative effort that hopefully this time they got it right to help Wyoming kids.

"We've got to think outside of our own little community and our own school and our own families, and say, 'Are we doing the best we can to make the best laws we can to help everybody,'" Schuler said.

She added that she, like her peers, wants to see every child be successful and happy and to love

Wyoming like she does.

"If it's an overreach, I think it's an overreach for the right reasons," Schuler said.

GullPrint 12/17/25, 10:30 AM Literacy advocates aim to educate legislators on science of reading | News | wyomingnews.com

With literacy bill, Wyoming advocates and lawmakers aim to shore up students' futures

Mon, 17 Nov 2025 20:35:42 GMT

Legislation would create a framework for more rigorous assessment, teacher training and tailored strategies to help Wyoming's struggling readers. 'Please do not fail these children,' one grandfather said.

by Katie Klingsporn

Many tears were shed inside a nondescript meeting room inside the Wyoming Capitol, where legislators gathered last week to discuss education policy.

Adolescent students cried while telling lawmakers about their own debilitating reading struggles and the subsequent anxiety and self-doubt they felt. Parents broke down describing the frustrations of watching their children advance in grades even as their reading difficulties undeniably impacted their performance. A grandfather's voice cracked as he recounted the transformation his granddaughter made once she was finally identified as dyslexic and received appropriate help.

"Please do not fail these children," the grandfather, John Ridley, implored lawmakers on the Legislature's Joint Education Committee.

Ridley joined family members, students and educators calling for the committee to advance draft legislation that would create a more robust K-12 language and literacy program in Wyoming .

Over several hours Wednesday, the literacy advocates described in detail their own personal challenges with reading instruction in Wyoming schools. Parents talked about recognizing deep learning challenges in their children that educators assured them were no big deal. Educators spoke about how a popular method for teaching reading has been debunked in recent years and should be outlawed for the way it leaves certain students behind. And students spoke of a growing dread and anxiety around their inability to keep up in school.

Many of them talked about Paul Pine, the Cheyenne fifth grader whose story has become emblematic of how deeply literacy struggles can impact lives. Despite repeating kindergarten and receiving small-group interventions, Pine was only reading at a first-grade level by fifth grade. It wasn't until that year that assessments determined he was likely dyslexic. By then he was distraught, and he died by suicide one day in 2023.

Ultimately, lawmakers agreed to sponsor the bill as a committee in the 2026 Legislature. Their vote comes just weeks after Superintendent of Public Instruction Megan Degenfelder announced a new statewide language and literacy initiative involving stakeholders such as parents and the University of Wyoming. Together, they represent a commitment to align Wyoming's educational system with top evidence-based methods for building student literacy.

A group effort

The bill aims to ensure that every K-12 Wyoming student develops strong language and literacy skills and that struggling readers do not fall through the cracks.

It comes as reading scores in Wyoming and nationally have ticked down in recent years. In 2024, 36% of the state's fourth graders and 29% of eighth graders performed at or above the proficient level in reading on national standardized NAEP tests, lower than the previous five years.

Some 32% of Wyoming fourth graders performed below basic, which was a slight increase from 29% in 2022. For eighth graders, 30% scored below basic in 2024, up one percentage point from 2022.

Wyoming's scores hovered above the rest of the country; the state has long ranked comparatively high in national testing. But literacy challenges still appear across the educational spectrum.

National experts have pointed to reading instruction as one of the contributing factors. Journalist Emily Hanford's well-known 2022 podcast "Sold a Story" exposed how educators across the country believed they were teaching a best-practice approach to reading that was later disproven. The podcast shifted how the literacy field views reading instruction. At least 26 states have passed laws about how schools teach reading since it began to air.

Wyoming could be next. The legislation resulted largely from the work of a literacy subcommittee with input and feedback from stakeholders working on the statewide initiative.

The statewide partnership includes a range of entities — from the UW College of Education to WYO Right to Read and the Wyoming Professional Teaching Standards Board.

"This was a group of highly educated, highly focused individuals who all came together to reflect their interests, and those interests are reflected in the document," said Sen. Chris Rothfuss, D-Laramie, who worked on the subcommittee. "I honestly think this bill is exceptional at this point."

As part of Pinedale High School's literacy lab curriculum, older students read aloud to younger students in the district. (Courtesy)

That includes shoring up statewide assessments to better identify dyslexia and other learning disabilities; ensuring that every district has a written literacy strategy; triggering individualized education services for struggling readers; and mandating that no district relies solely on a debunked approach, known as a "three-cueing system," to teach reading.

"This bill reflects what we've seen in other states that have successfully implemented literacy policy," said Nish Goicolea, chief policy officer at Wyoming Department of Education.

Pinedale teacher Lindsay Adam told lawmakers

"We can dig ourselves out of this hole," Adam said. "But we spent the last 30 years digging our way into it. So it's going to take some time, and it's going to take some money."

'A promise to Paul'

The Education Committee heard several hours of testimony Wednesday related to the bill, including support from parents and concerns about how the measure could have disparate impacts on Wyoming's wide range of districts.

When the committee closed testimony and began to work the bill, Sen. Charles Scott, R-Casper, said he didn't think it was quite "ready for prime time."

"I think it is headed in the right direction," Scott said, but added, "I think it has some major deficiencies and some things that need to be fixed."

Martha Lawley, R-Worland, who also sat on the subcommittee, cautioned against "letting the perfect get in the way of the good." Committee chair and retired teacher Wendy Schuler, a Republican state senator from Uinta County, echoed that, and the measure carried enough votes to advance.

During public testimony, many people talked about how Paul Pine's mother, Chandel, had connected them with one another and to resources crucial for helping them or their students deal with reading difficulties. They have found community in the common goal, they recalled.

Indeed, after she first testified in 2023, Chandel Pine and her husband founded a nonprofit called Paul's Mountain. [text appears incomplete in original]

the nonprofit has connected their families to in the two years since.

It's part of a vow Chandel Pine made in the wake of her son's death. "After that first testimony, I made a promise to Paul, to every child like him, that his story would not end in silence," she told the committee.

Kim Coulter has spent a lot of time and money supplementing her daughter's education due to a reading disability, she told lawmakers. Coulter likened reading gaps to a cracked foundation — a base of all other learning that is fundamentally compromised.

"Having additional support in place when we recognize a cracked foundation can help support future growth in each child's education, allowing our children to be successful learners," Coulter said. "This bill is that support."

Parallel paths

Meantime, the statewide initiative has laid out plans that also aim to bolster literacy support. Those include offering professional development to educators statewide in the "science of reading" — a body of evidence that supports things like phonemic awareness, phonics, fluency and comprehension. Wyoming's educator preparation pathways will be expanded through a new dyslexia specialist program at UW. And a new grant will allow for Wyoming educators to earn national reading instruction certification.

Wyoming Superintendent of Public Instruction Megan Degenfelder speaks at Central Wyoming College in September 2025. CWC Vice President of Academic Affairs Dr. Kathy Wells stands nearby. (Central Wyoming College)

The education department also secured a $24.4 million federal grant this fall to improve literacy instruction. The department will launch a competitive grant process for school districts in January to disperse these funds.

The statewide initiative isn't just a one-time collaboration, Degenfelder said in a statement. "This is an unprecedented coalition of state education leaders and parents united around ensuring that every kid in Wyoming can read at grade level."

Pinedale literacy specialist Faith Howard leads a session on filling literacy gaps in high school students during the Wyoming Department of Education’s “Embracing Literacy” conference in June 2025. (Zach Agee/WyoFile)

Hesser: To help students with dyslexia, we all need to know more

Thu, 06 Nov 2025 19:14:17 GMT

The struggle to teach him to tie his shoes was immense, so we hit pause until he was a little older then, a little older. I didn't know. The next year, he went to the nurse nearly every day with an upset stomach at math time, which followed writing. I didn't know. (Literally that one I didn't know because the school didn't tell me until the end of the year.)

All the things I didn't know pointed to a problem, but his classroom teachers didn't know, either. When it was starting to be recognized that he was struggling in first grade, the only advice given by his teacher was to make him read more at home. They didn't know, I didn't know, but I soon found out that was not the answer. In the middle of first grade, a friend said the word dyslexia — it wasn't on my radar. I didn't know. It wasn't just a light bulb moment; it was a military-grade search light aimed right at my family.

This was the start of my knowing, because it didn't take very long with my friend Google to be 99% sure this was the problem. By this time, I was worried, my husband was worried, and little sister was feeling it as she watched us have to devote more time to her brother to figure out what to do next and how to help him.

The school tried their best, but they didn't know, and they didn't spend any time with Google, falling down a rabbit hole. I did. The rabbit hole led to a mom with a degree in fine art getting a master's in education. I can tell you, even though I know, the rabbit hole hasn't ended (or maybe it has, and I'm just stuck in an alternate Wonderland filled with IEP meetings, fighting the schools for appropriate services, tears, anxiety, school trauma and now homeschool). Ironically, some of those IEP meetings could have been mistaken for the Hatter's tea party in Wonderland, the nonsense said was sometimes wild. They didn't know.

Megan Hesser is the director of WYO Right to Read and owner of Hesser Literacy Partners, LLC.

Despite dyslexia being the most common learning disability a teacher will see in their classroom, most don't know because teacher's prep has largely avoided teaching them about it, and most of the professional development they get on the job avoids it or uses questionable sources. They don't know.

Enough is enough. We must support our teachers better because they need to know and they need to be able to help their students. They need to know that telling parents of struggling readers to make them read more at home, or that one day they will mature and it will just click, are fallacies.

Human brains must be taught explicitly how to read; we are not hard wired for that skill. In fact, we must rewire and use parts of our brain intended for other things to be able to learn to read. For some, that is a biologically greater struggle than for others. Reading happens on a continuum of "excellent" to "unable," with every shade of skill level in between.

The other irony parents in the dyslexia world face is that what can teach our children to read works for all students, but it is the only way for our kids, and they rarely get it in public school; it's why only 36% of fourth graders are reading at grade level in Wyoming (NAEP, 2024). There are districts prioritizing teaching their teachers what they need to know, providing the tools, and supports necessary to reach all their students. Locally, it's been a slow, uphill battle, largely because our administrators came from those same teacher's prep programs. They don't know what they don't know, so they aren't always making the best selections to drive the change needed for our kids.

What our kids need now is for parents, teachers and administrators to come together with the Wyoming Department of Education and ask our legislators to do the right thing for Wyoming students and teachers. It's time to pass a comprehensive language and literacy act that can fill the cracks in public education that are swallowing our kids whole and propel ALL our students to a better future. It's time to stop saying. "I didn't know."

Megan Hesser is the director of WYO Right to Read and owner of Hesser Literacy Partners, LLC.

11/7/25, 9:55 AM Hesser: To help students with dyslexia, we all need to know more | Guest Column | wyomingnews.com

Dyslexia is a journey, and not just for the person who has it. When it's your child, the journey includes the whole family: mom, dad, and siblings.

When my son first fell in love with hockey at age 3 and always said Zamboni as bizoni, it was so cute. I didn't know.

I couldn't figure out when he was in kindergarten why he struggled to sound out the word "and," all letter sounds he learned very early in the school year. The next page, he read it like a champ, with no hesitation. But the page after that, we were back to struggling to sound it out. I didn't know.

When his talking became suddenly disruptive in the classroom the week they introduced sentence writing, he was sent to a different teacher's class because he didn't know anyone and wouldn't talk. I didn't know.

Megan Hesser is the director of WYO Right to Read and owner of Hesser Literacy Partners, LLC.

When reading becomes a right: What the law says about dyslexia, education

Wed, 05 Nov 2025 20:03:49 GMT

I am not an attorney, and I do not give legal advice. I am a grandmother — one who found herself thrust into special-education law after watching my bright, creative grandson struggle to read.

He has dyslexia. Like so many Wyoming children, he was failing in school — not because he wasn't smart, but because the system didn't know how to teach him. Because our youngest son has autism — he's now nearly 40 — we learned about special-education law long ago. Back then, he wasn't learning through traditional instruction, either. After research, we discovered that Applied Behavior Analysis (ABA) was the evidence-based method he needed. We hired an attorney, pursued that right and prevailed.

That experience taught us something lasting: when a specific method is essential to a child's progress, the law supports parents who insist upon it. Today, I find myself fighting a similar battle — but this time for my grandson. After years of advocacy, he continues to receive the evidence-based instruction he needs to learn to read.

Annie McGlothlin, co-founder of WYO Right to Read, has spent decades advocating for children's educational rights and for the rights of adults with disabilities to live with choice, dignity, and opportunity. A paralegal, mother of an adult son with autism, and grandmother raising a grandson with dyslexia, she was instrumental in passing 2019 legislation to protect children in the court system and organized the 2014 Capitol march for disability funding. For more, visit WYORightToRead.org.

The legal foundation: IDEA, Section 504 and ADA

Under the Individuals with Disabilities Education Act (IDEA), every child with a disability has the right to a Free Appropriate Public Education (FAPE) — one designed to meet their unique needs and prepare them for further education, employment and independent living.

Dyslexia is explicitly listed as a "specific learning disability." That means students with dyslexia are entitled to individualized, evidence-based instruction delivered by qualified teachers. Section 504 of the Rehabilitation Act and the Americans with Disabilities Act (ADA) extend these protections by prohibiting discrimination and ensuring equal access.

Together, these laws guarantee not just attendance, but meaningful access — an education that leads to genuine progress. And how can a student with dyslexia have "equal access" if they are never taught to read?

What I learned the hard way

At my first Individualized Education Program (IEP) meetings, I was told, "We can't list a specific reading program or methodology in your child's IEP." Like most parents, I believed it. Later, I learned that's not always true.

Not every IEP must name a method, but when a child's progress depends on one, the law requires it. If your child can only learn through structured, evidence-based programs — like Orton-Gillingham approaches such as Wilson or Barton — that methodology must be written into the IEP and delivered consistently. The 9th Circuit U.S. Court of Appeals confirmed this in R.E.B. v. Hawaii Department of Education (2017), holding that when a particular method is essential to a child's plan, it must be specified and implemented consistently.

Children with dyslexia cannot learn to read through traditional "specialized" instruction. They need explicit, systematic literacy programs that teach the structure of language. Many require at least an hour per day, taught by trained educators, to make meaningful progress.

Precedent matters: The courts have spoken

In Endrew F. v. Douglas County School District (U.S. Supreme Court, 2017), the court raised the standard for every IEP in America. Schools must provide programs "reasonably calculated to enable a child to make progress appropriate in light of the child's circumstances." Minimal or token progress is not enough.

For students with dyslexia, "appropriate progress" means learning to read — not just advancing grades while remaining functionally illiterate. In O.R. v. Clark County School District (9th Circuit, 2018), the court reaffirmed that denying or inconsistently applying a required methodology can amount to a denial of FAPE. The district was ordered to reimburse the parents $456,990.60 for providing the method themselves.

These cases send a powerful message: when a particular methodology is essential for a child to learn, the law protects your right to demand it. There are many more cases affirming that principle.

What parents can do

Know the law. Dyslexia qualifies as a "specific learning disability" under IDEA. That classification carries legal rights to specialized instruction and accountability.
Document everything. Keep copies of evaluations, emails and IEP drafts. If the district refuses to identify the diagnosis or include a methodology, request a Prior Written Notice under 34 C.F.R. § 300.503 requiring them to explain the refusal in writing.
Insist on evidence-based instruction. If a neuropsychologist or reading specialist recommends a structured literacy program, that recommendation carries legal weight. When it's critical to your child's progress, the law supports your right to have it written into the IEP.

The bigger picture

At WYO Right to Read, we believe literacy is a civil right. Every child deserves access to teachers trained in evidence-based methods, and schools must be held accountable under the law.

Closing thought

I never set out to become an expert in special-education law. I just wanted my children — and now my grandson — to learn. After decades of advocacy, I've learned that justice in education begins when parents know the law and demand its promise be kept. It's the tool that empowers families to ensure that every child, regardless of how their brain is wired, has the right to learn to read.

If your child is struggling, don't wait. Ask questions. Request evaluations. Keep records. And know this — you are not alone. The law is on your side. And so are we. For more information and resources, visit WyoRightToRead.org — there's far more to your child's educational rights than what's written in the "Procedural Safeguards" packet handed to you at IEP meetings.

- Annie McGlothlin Guest columnist

Annie McGlothlin, co-founder of WYO Right to Read, has spent decades advocating for children’s educational rights and for the rights of adults with disabilities to live with choice, dignity, and opportunity. A paralegal, mother of an adult son with autism, and grandmother raising a grandson with dyslexia, she was instrumental in passing 2019 legislation to protect children in the court system and organized the 2014 Capitol march for disability funding. For more, visit WYORightToRead.org.

'We mean business': WDE announces Language and Literacy Initiative

Sat, 25 Oct 2025 16:33:17 GMT

From left, Annie McGlothlin, Chandel Pine, State Superintendent of Public Instruction Megan Degenfelder, Kari Roden, Claudia Ladd and Megan Hefor a photo at the announcement of the Wyoming Department of Education’s new statewide Language and Literacy Initiative in the auditorium insCapitol extension on Wednesday. McGlothlin, Roden, Chandel and Hesser represent WYO Right to Read, one of the partners in the initiative.

CHEYENNE — The Wyoming Department of Education announced a statewide Language and Literacy Initiativeon Wednesday, aimed at addressing ongoing challenges students are facing when it comes to reading and writing.

Though Wyoming has seen notable improvements in English Language Arts testing proficiencies in the past year,returning to pre-pandemic numbers, several districts are still struggling, S tate Superintendent of PublicInstruction Megan Degenfelder said during a news conference announcing the initiative.

“There remain children that are under-identified or not identified atall for their reading difficulties and go unserved,” Degenfelder said.“Wyoming does not settle for good; we strive for great. And so, nomatter the progress we have seen, we still have much, much work todo.”

Wyoming State Superintendent of Public InstructionMegan Degenfelder announces a statewide Languageand Literacy Initiative in the auditorium inside theCapitol extension on Wednesday. Partners include:Wyoming Legislature’s Joint Education Committee, theWyoming Professional Teaching Standards Board, theUniversity of Wyoming College of Education, theUniversity of Wyoming Literacy Research Center andClinic, University of Wyoming Division ofCommunication Disorders-Speech Language Pathology, University of Wyoming Early ChildhoodEducation, the Wyoming Community CollegeCommission, WYO Right to Read and Cox Campus.

Milo Gladstein/Wyoming Tribune Eagle

The initiative partners WDE with the state Legislature’s Joint Education Committee, the Wyoming CommunityCollege Commission, WYO Right to Read, Cox Campus and several entities at the University of Wyoming, toaddress the many facets impacting student literacy.

“Not one entity, not one group, not one politician, not one person can move the needle fully on literacy,”Degenfelder said. “It takes us all.”

Legislation

A major facet of this initiative is ensuring state statute supports the efforts of the new coalition, Degenfelder said.

Education Committee co-Chairwoman Sen. Wendy Shuler, R-Evanston, noted that though last year legislatorsworked on draft legislation to address literacy, they “just didn’t have it right.” She acknowledged that the state hasroom to improve and encouraged attendees to share their expertise with the committee in November.

Sen. Wendy Schuler, R-Evanston, announces astatewide Language and Literacy Initiative in theauditorium inside the Capitol extension onWednesday. Partners include: Wyoming Legislature'sJoint Education Committee, the Wyoming ProfessionalTeaching Standards Board, the University of WyomingCollege of Education, the University of WyomingLiteracy Research Center and Clinic, University ofWyoming Division of Communication Disorders-Speech Language Pathology, University of WyomingEarly Childhood Education, the Wyoming CommunityCollege Commission, WYO Right to Read and CoxCampus.on Wednesday, Oct. 22, 2025.

Milo Gladstein/Wyoming Tribune Eagle

The committee is working on a draft bill that would implement newreporting requirements, evidence-based reading assessments,intervention programs and professional development in evidence-based literacy instruction for educators.

“I hope some of you here in the room will come and testify and give usyour input and your ideas about how we can do a better job withwhatever draft legislation we come up with,” Shuler said. “Because wewant to get it right.”

Shuler and Degenfelder are not the only partners invested inlegislation. WYO Right to Read, a local nonprofit dedicated to servingchildren with dyslexia and related reading difficulties, has played amajor role in developing draft legislation to present to the committee.

“Today’s announcement represents more than a new initiative,” WYO Right to Read board member Kari Rodensaid Wednesday. “It is a promise, a promise that reading is a right in Wyoming and not a privilege.”

WYO Right to Read has assisted in drafting the legislation that the committee will work on in November. Theirdraft is intended to ensure that students receive structured and evidence-based literacy instruction, withprovisions to better accommodate students with learning disabilities such as dyslexia.

“For too long, too many children have struggled in silence, negatively affecting their self-esteem and health, notbecause they lack potential, but because they lacked access to evidence-based instruction,” Roden said.

These initiatives also provide for grant support, certifications and training for teachers, as they learn how toimplement these new teaching strategies.

“It empowers our teachers with the science of reading and structural literacy training, ensuring every student,including those with dyslexia and other language-based difficulties, has the opportunity to thrive,” Roden said.

When asked where the initiative stands should the Legislature not pass the supporting bills, Degenfelder said thatthe coalition will continue to work within existing legislation.

“We’ll make sure that these initiatives move further,” Degenfelder said. “But I feel very confident in our partners inthe Legislature recognizing the importance of this effort.”

Additional resources

The partnerships aren’t only geared toward legislative change. Partners in this initiative are also supporting theprofessional development of current teachers.

The department has partnered with Cox Campus to provide free professional development through courses, andwith the John P. Ellbogen Foundation to provide a language and literacy fellowship.

The Ellbogen Foundation pledged $16,500 to provide the fellowship for up to 100 teachers, according to Degenfelder.

Additionally, the WDE recently received a $24,453,007 Comprehensive Literacy State Development (CLSD) Grant,to be distributed over the next five years from the U.S. Department of Education.

At least 95% of funds from the grant are required to be subgranted directly to districts and early childhoodprograms, with allocations across birth through kindergarten entry, grades K-5 and grades 6-12.

Current and future educators will also have access to educational programs and certificates through theUniversity of Wyoming and the Professional Teaching Standards Board.

Measuring success

Nationwide, reading proficiency decreased from 2022 to 2024, according to the Nation’s Report Card. Thoseliteracy rates are essential, as reading is directly linked to academic and career success, Degenfelder said.

Children who can’t read at grade level by third grade are less likely to graduate high school, and are more likely tostruggle in their careers and personal lives, but literacy efforts are important after that point, as well.

Though Wyoming fourth-graders rank third in proficiency nationwide, the state’s eighth-graders only rank 16th.The average also doesn’t well represent the districts that are struggling with single-digit proficiency rates,Degenfelder said.

The success of the initiative, with its many lofty goals and moving parts, will largely be monitored through futurestate test scores.

“We’re making sure in our effort, particularly with our federal grant, we can do a better job of making sure thatwe’re measuring those outcomes,” Degenfelder said.

That doesn’t just mean accepting a higher average as success, Degenfelder said. The WDE is looking at wherestruggling schools are improving, where they may need more support and comparing that to well-performingdistricts.

“This is not just another initiative,” Degenfelder said. “This is a promise, we are coming together, and we meanbusiness when it comes to literacy for the children in the state of Wyoming.”

Ivy Secrest is the Wyoming Tribune Eagle’s criminal justice/public safety reporter. She can be reached at 307-631-2709 orisecrest@wyomingnews.com.

Roden: Literacy is a right, not a privilege – and teachers deserve the tools to make it happen

Wed, 22 Oct 2025 19:46:31 GMT

But knowing this science and being able to teach it effectively are two different things. The reality is that most of us did not receive this kind of preparation in college. I certainly didn't. I became a Certified Dyslexia Specialist and Wilson Dyslexia Therapist only after years of additional training — and only because my own daughter was diagnosed as profoundly dyslexic. Like many parents, I had to learn what I was never taught in my own education courses: how to teach reading to every child, including those for whom it doesn't come easily.

That's why initiatives like IDA-RMB, Wyoming Right to Read, Bloom Literacy Solutions, and Paul's Mountain exist — not to criticize teachers, but to empower them. We want to ensure every Wyoming teacher has access to rigorous, evidence-based training that translates the science of reading into classroom practice. Our goal is not to assign blame; it's to provide solutions.

When we talk about "structured literacy," we're talking about instruction that benefits all students. Research shows that while about 40% of students learn to read relatively easily, the other 60% need explicit and systematic teaching. For students with dyslexia or other reading disabilities, this approach isn't just helpful, it's essential. But too many children in Wyoming are not receiving this instruction. And when a child struggles, they often don't have access to an intensive structured literacy intervention delivered by a highly trained teacher. That's not a failure of our educators, it's a gap in our system.

We can close that gap by ensuring literacy is treated as a right, not a privilege. Every Wyoming child —regardless of their zip code, background or learning profile — should have the opportunity to read proficiently. That begins with ensuring our teachers are equipped, supported and valued. Rigorous, evidence-based teacher training is not a criticism of current educators; it's an investment in their success.

Kari Roden is a Certified Dyslexia Specialist and Wilson Dyslexia Therapist based in Cheyenne.

Across the country, states that have invested in teacher training grounded in the science of reading are seeing results: higher literacy rates, fewer struggling readers and more confident teachers. Wyoming can do the same. We can provide professional learning opportunities that are respectful, accessible and rooted in evidence. We can give teachers the programs, coaching and community they need to feel empowered rather than blamed.

As advocates, we see our role as partners — working with teachers, not against them. We want to build bridges between policymakers, educators and families to ensure every child in Wyoming learns to read. When we equip teachers with evidence-based tools, and when we give struggling readers access to intensive structured literacy instruction, everyone wins.

Teachers want their students to succeed. Parents want their children to read. And advocates want to ensure the system gives both the tools to make it happen.

Wyoming has an opportunity to lead — to make sure literacy is not left to luck, but guaranteed through knowledge, training and commitment. Let's stand together — teachers, parents and advocates — to make reading a right for all Wyoming children.

Kari Roden is a Certified Dyslexia Specialist and Wilson Dyslexia Therapist based in Cheyenne.

Across Wyoming, teachers are working tirelessly to help students learn to read — often without the training or tools they truly need.

As the founder of Bloom Literacy Solutions and board member of the Rocky Mountain International Dyslexia Association and Wyoming Right to Read, and member of The Wyoming Reading League, I want to be absolutely clear: our advocacy is not an attack on teachers. It's a call to action to support them — because every child in Wyoming deserves the chance to become a proficient reader, and every teacher deserves the preparation and resources to make that possible.

For too long, our state — like much of the nation — has relied on approaches to reading instruction that were well-intentioned, but not aligned with the scientific evidence of how the brain learns to read. We now know that most children, including those with dyslexia and other reading challenges, need structured literacy: explicit, systematic and cumulative instruction that connects speech sounds to print, builds decoding and encoding skills, and fosters fluency and comprehension. This is not a philosophy or a trend, it's the science of reading, grounded in decades of cognitive, linguistic and educational research.

Children with dyslexia can succeed, if schools offer the instruction they need

Fri, 03 Oct 2025 18:25:41 GMT

Most Wyoming parents raising a child with dyslexia could fill an entire book with their stories — the sleepless nights, the tears over homework, the self-doubt shadowing otherwise bright, creative kids. As one of the directors of WYO Right to Read, I want to give voice to those experiences and explain what dyslexia truly is — and what it means for a child who walks into a Wyoming classroom each day unable to read the words on a page.

Dyslexia is not a measure of intelligence. It is a language-based learning difference affecting how the brain processes written words. With proper instruction, children with dyslexia can thrive academically and grow into confident, capable adults. Without that support, school becomes a daily battleground — where shame, anxiety and feelings of failure take root.

Our grandson — let's call him JM — was one of these children.

The Early Signs

At first, we didn't realize JM couldn't read. He cleverly memorized books that had been read aloud. But when he entered school, the cracks showed.

In first grade, his teacher placed him in an after-school group for struggling readers. By second and third grade — even amid COVID's chaos — JM consistently tested in the 1%-3% range, flagged "high risk." We requested an evaluation, and JM qualified for an Individualized Education Program (IEP). He was never screened for dyslexia, despite his state testing scores.

Starting in second grade, he received one hour a day of "specialized instruction," delivered by a special education teacher. He continued that one-to-one instruction through third and fourth grade.

But here's the heartbreaking truth: after 3½ years of "special education," JM remained functionally illiterate — unable to read a single paragraph from his fourth grade math book.

Rock bottom

By the end of the first semester of fourth grade, JM dreaded school. He felt humiliated and isolated. Mornings became battles of stomachaches and excuses to stay home. Afternoons ended in meltdowns — pounding his fists, sobbing and saying, "I'm stupid. I can't read. I suck at everything. I want this to be my last day!"

It broke our heart to watch our grandson feel this way.

Out of desperation, we sought an independent neuropsychological evaluation in Colorado. The 20-page report confirmed profound dyslexia and related diagnoses. When we presented it at his October IEP meeting, the first words out of the school psychologist's mouth were: "The State of Wyoming doesn't recognize dyslexia."

That was the moment we realized this would be an uphill battle. The irony? Just weeks earlier, Gov. Mark Gordon had signed a proclamation on dyslexia, recognizing its reality.

The battles

The next two years brought relentless pushback. Not from teachers — they were supportive — but from administrators. Repeatedly, they tried to strip JM's IEP of his Wilson Reading System program, remove references to his certified dyslexia teacher, and even delete his documented diagnoses and accommodations.

We were forced to hire attorneys and advocates, spending tens of thousands of dollars — for what? For one single hour a day of evidence-based reading instruction delivered by a qualified dyslexia teacher.

Even basic accommodations — like calculator use or matching response formats — were treated as unreasonable. Every IEP meeting felt like another fight for JM's dignity and future.

A hard-won victory

Today, JM finally has an appropriate IEP. He is working through the Wilson Reading System, a structured literacy program proven to help dyslexic students. He's on step 10 of 12, and for the first time, he is reading confidently.

This program is intense, and JM has worked hard every single day to get this far. We are so proud of his effort and his refusal to give up, even when the system seemed determined to fail him.

The difference is staggering. He no longer feels "stupid." He is happy, optimistic, athletic — and he loves school again. Yet even now, every IEP meeting leaves us bracing for another battle, another attempt to take away the supports he needs.

Why this matters

JM's story should never have unfolded this way. No family should have to mortgage their future, endure years of legal wrangling and fight tooth-and-nail simply to secure a child's right to read.

And here lies the uncomfortable truth: if JM's progress exposes the district's responsibility to provide the same instruction to all dyslexic students, what happens to the thousands of other Wyoming children silently slipping through the cracks?

The call to action

Every child like JM deserves that "one hour" a day of structured literacy instruction delivered by a highly trained teacher. That is not extravagant — it is the bare minimum required for a free, appropriate public education under federal law.

It should not take years of tears, attorneys and advocacy to get there.

That's why we are calling on Gov. Gordon, Superintendent of Public Instruction Megan Degenfelder and the members of the Wyoming Legislature's Joint Education Committee to act decisively. Wyoming must require evidence-based structured literacy for every child with dyslexia, train teachers to deliver it with fidelity, and hold districts accountable for compliance.

Our children deserve better. Our families deserve better. Wyoming deserves better.

It shouldn't be this hard.

Image: Hannah Habermann - Wyoming Public Media

Pine: Literacy education is suicide prevention for our children

Sat, 20 Sep 2025 12:39:17 GMT

September is both Suicide Prevention Awareness Month and National Literacy Month — two causes that, for my family, are forever intertwined. My son, Paul, was bright, funny, kind — and struggled to read. He repeated kindergarten, received small-group interventions, and still, by fifth grade, he was only reading at a first-grade level.

This was masked for years because he had memorized so many words that he appeared to be an "OK" reader, but when an appropriate evaluation was finally performed, the truth was revealed.

We thought we were doing everything right. The teachers sitting across the tables at parent-teacher conferences thought they were doing everything right. No one could explain how or why this brilliant young man was so far behind his peers in reading. The answer was simple: Paul was most likely dyslexic. Once we knew this, he started receiving structured literacy tutoring through Hesser Literacy Partners. In the last three months of his life, he advanced an entire grade level. For the first time, Paul felt hope. He could see his own potential.

But that progress came too late. Paul died by suicide at school in fifth grade.

We will never know how different things might have been if Paul had been identified as dyslexic early on and had received the evidence-based structured literacy instruction his brain needed — the same kind of instruction all children benefit from.

What I do know is this: literacy is treated as a privilege. It is not a privilege. It is a right. It is a lifeline. It is a child's future. This crisis is not just personal — it is statewide. In Wyoming, while fourth graders score above the national average in reading (222 vs. 214 in 2024), only 36% are reading at or above the Proficient level (National Center for Education Statistics). That means two-thirds of our children are struggling with literacy at a foundational age.

At the same time, Wyoming has one of the highest youth suicide rates in the nation. The state's overall suicide rate in 2022 was 25.6 per 100,000 people (USAFacts), and nearly 1 in 10 middle school students report they have attempted suicide in the past year (Wyoming Prevention Depot).

These are not separate crises. They are connected.

Right now, too many children are silently drowning in classrooms that are not equipped to teach them how to read. Most teacher preparation programs do not include the science of reading or structured literacy. Too few schools use evidence-based structured literacy instruction. As a result, children who are bright and capable are mislabeled as lazy or defiant. Their self-esteem crumbles. And some, like Paul, lose hope.

We talk about suicide prevention as though it is separate from education, but they are deeply connected. Literacy builds confidence, inclusion, self-worth and possibility. It opens doors. It saves lives.

This September, as we observe both Suicide Prevention Awareness Month and National Literacy Month, I am asking our community — and our leaders — to act.

We must ensure that every child is screened for reading difficulties early.
We must train teachers in the science of reading.
We must make structured literacy the standard, not the exception. We MUST recognize literacy for what it truly is: a matter of LIFE AND DEATH.

It is possible to teach every person how to read. In fact, the only place in the United States where a person is guaranteed to be screened for dyslexia and taught how to read is federal prison, thanks to the First Step Act — a bipartisan bill signed into federal law in 2018. Imagine if we provided that same commitment to preschoolers, to struggling readers and to every student from kindergarten through 12th grade.

Paul's life should not have been cut short. My fight for him has become my fight for every child — to ensure they are seen, supported and taught to read. Because no child should lose their future to something we have the power to change.

Chandel K. Pine founded Paul's Mountain-Advocacy for Literacy in loving memory of her son, Paul — hoping to reach the children who, like him, were overlooked by our public education system. As she continues her climb of Paul's Mountain, she now stands with fellow advocates as a director of Wyo Right to Read, fighting to ensure that no child is left illiterate — and no life is cut short for lack of hope.

Wilson: September is Literacy Awareness Month: Wyoming must lead the way

Wed, 10 Sep 2025 20:22:14 GMT

September is National Literacy Month, a time to reflect on the importance and impact of literacy in our day-to-day lives. According to ProLiteracy, in the U.S., approximately 48 million adults cannot read above a third-grade level. That staggering number reminds us that literacy is not just an educational issue — it's a matter of equity, opportunity and human dignity.

Across the country, organizations aligned with the Science of Reading are raising their voices. The International Literacy Association reminds us that "literacy transforms lives," while Planet Word Museum calls reading "a fundamental human right that opens doors and builds foundations for a lifetime of learning." These statements aren't just inspiring — they're a call to action. (visit planetwordmuseum.org/national-literacy-month/ for more resources).

Here in Wyoming, WYO Right to Read proudly joins this national movement by recognizing September as Literacy Awareness Month. Our mission is clear: to ensure that every student receives instruction grounded in the Science of Reading, supported by early screening, structured literacy and teacher training. We believe that literacy equity is not optional — it's essential.

One of the most powerful things families can do is read with their child every day, even if it's for 10 to 15 minutes. This simple act builds vocabulary, strengthens oral language skills, and lays the foundation for comprehension and critical thinking. Parents and caregivers should also be aware of early red flags that a child may struggle with learning to read. These can include difficulty learning colors, shapes, letter names and numbers; trouble rhyming; confusion with left and right; trouble tying shoes; speech delays or unclear speech; mixing up opposites; using the wrong words; forgetting the word they want to say; and a family history of reading struggles or dyslexia. Recognizing these signs early allows for timely intervention, which can make all the difference in a child's reading journey.

Your local library is another powerful ally in building literacy. Visiting together not only gives children access to a wide range of books, but also creates opportunities for shared experiences. After reading, take time to talk about the stories — ask questions, discuss favorite parts and important words, and connect the themes to your child's own life. These conversations deepen comprehension, strengthen relationships, and make reading a joyful, shared adventure.

This month, we invite families, educators and community leaders to explore what evidence-based literacy looks like and why it matters. Whether you're a parent wondering how to support your child's reading journey or a policymaker shaping the future of education, the time to act is now!

WYO Right to Read offers a growing library of resources, including legislative briefs, advocacy toolkits and creative outreach materials. Visit WyoRightToRead.org to learn more, get involved, and help us build a future where every Wyoming student can read with confidence and joy.

Let's make September more than a celebration—let's make it a turning point. Wyoming has the heart, the grit, and the vision to lead the nation in literacy equity. Together, we can turn awareness into action. After all, learning to read is a fundamental right — not a privilege!

Gay Wilson, a retired educator and former reading intervention specialist, serves on the boards of WYO Right to Read and The Reading League Wyoming, and advocates for literacy policy reform, dyslexia awareness and educational equity.

Advocates and education officials push for new state literacy standards

Fri, 29 Aug 2025 17:41:42 GMT

Dyslexia and reading advocates are helping to draft a bill that would give Wyoming a dedicated literacy department that serves and monitors school districts across the state.

The group Wyo Right to Read is working with the Department of Education (WDE) and other stakeholders to draft a bill that would establish a literacy division within WDE. The draft bill also aims "to establish evidence-based literacy instruction, intervention programs, and accountability measures to ensure all students receive the support they need to become proficient readers," according to a news release from Wyo Right to Read.

Gay Wilson, a retired reading specialist affiliated with the advocacy group, testified to lawmakers on the Legislature's Education Committee earlier this month .

"When a student graduates reading at a second grade level, we are not handing them a diploma. We are handing them a lifetime of barriers," she said. "This is not just an educational issue. It's a workforce issue, a public health issue and a general generational equity issue."

Rep. Julie Jarvis (R-Casper) is not a member of the Education Committee, but she testified for the bill as a trained literacy expert with a doctoral degree in educational leadership.

She told her fellow lawmakers that teachers typically specialize in phonics, vocabulary or another "strand" of reading instruction.

"This is phenomenal for us, but nobody really takes this information at the post-secondary level and puts it all together in teacher training programs," Jarvis said. "Our teachers are coming to us with expertise in these strands, in different areas, depending on where they graduated from."

The bill calls for professional development to train teachers in all strands, in order to offer a more comprehensive evidence-based reading program.

The Education Committee did not take a vote on the version of the bill presented during its most recent meeting. Instead, the committee directed Jarvis and the advocates, as well as representatives from WDE and the University of Wyoming, to collaborate as a working group on an updated draft.

The group plans to return the draft legislation to the committee at its next meeting on Nov. 13-14.

Wyoming Public Radio | By Jeff Victor

Image: Hannah Habermann - Wyoming Public Media

The tragedy of dyslexia in Wyoming

Tue, 20 May 2025 19:58:01 GMT

Without proper teacher training and enforceable policies, literacy becomes a privilege when it should be available to all K-12 students.

by Annie McGlothlin, Kari Roden and Chandel Pine

A "vowel valley" on display at Big Horn Elementary shows how sounds come together into words. (Tennessee Watson/WyoFile)

A hidden crisis

Dyslexia affects 10-20% of the population and is the most common learning disability. Yet Wyoming's schools lack a structured, evidence-based approach to identifying and supporting dyslexic students. Without early intervention, these children fall behind academically and suffer emotionally, while their needs go unrecognized.

A system that favors the privileged

Wyoming lacks strong dyslexia laws and consistent policies. Many students are never screened and teachers are not required to use evidence-based methods. Families with resources can pay for private evaluations, legal help and tutoring. Those without are left behind — especially in rural communities — trapped in a cycle of illiteracy.

Deliberate Indifference

This is not just a moral failure — it is a legal one. Wyoming school districts are violating federal law. By failing to provide appropriate accommodations and evidence-based interventions for students with dyslexia, they are in direct violation of the Individuals with Disabilities Education Act, Section 504 of the Rehabilitation Act and the Americans with Disabilities Act. These laws exist to protect the rights of students with disabilities.

The Wyoming Department of Education and the school districts have actual knowledge of the educational needs of students with dyslexia. They are aware of what these students require to access education equally, yet often fail to act or respond with reckless indifference. Parents repeatedly voice concerns and file complaints, but many are ignored, dismissed or forced into lengthy legal battles. This deliberate inaction, despite clear evidence and expert recommendations, constitutes more than neglect — it is a violation of students' civil rights.

The harm is well known: When schools deny timely, structured literacy instruction, dyslexic children fall further behind, experience emotional distress and lose confidence. Families, when they can afford to, are spending tens of thousands of dollars on private services — services that are supposed to be provided under federal law at no cost to them. Meanwhile, students from low-income or rural communities are left without recourse, further entrenching inequity.

Wyoming's neglect is not only unethical — it is unlawful.

Dyslexia and potential

Dyslexia is not a marker of low intelligence. Many successful figures — from Albert Einstein to Stephen Spielberg to Bill Gates — have dyslexia. These children are bright and capable, but Wyoming's inaction robs them of their future. If the state truly valued these students, it would invest in proper teacher training and enforce policies that ensure access to structured literacy.

A call to action

Wyoming must:

Mandate early and ongoing dyslexia screening for K-12 students.
Require teacher certification in International Dyslexia Association-approved methods in every school.
Establish legally enforceable dyslexia policies that ensure schools provide structured literacy instruction.
Remove financial discrimination for families seeking basic services for their children to read.

The state's continued inaction sends a clear message: Literacy is not a right for all — it is a privilege reserved for those who can afford to fight for it. It's time to make it a right for everyone. The state knows what works — so why isn't it acting?

Parents raise concerns about resources for dyslexic kids in LCSD1

Fri, 26 Apr 2024 19:29:10 GMT

Former Board Clerk Alicia Smith, left, speaks beside then-Chairman Tim Bolin during a Laramie County School District 1 Board of Trustees meeting June 5 at Storey Gym in Cheyenne. Alyte Katilius/Wyoming Tribune Eagle

CHEYENNE — Schoolchildren with dyslexia are falling through the cracks in Laramie County School District 1 schools, parents and advocates said at a Board of Trustees meeting Monday.

Megan Hesser, who runs Hesser Literacy Partners in Cheyenne and advocates for students who need extra support with literacy, was the first of several concerned parents and guardians who talked about the personal, and financial, toll that trying to get proper support for their children has been.

Hesser told the Wyoming Tribune Eagle that, including her family, 10 district families have spent a combined sum of about $490,000 to get the needed support for their children.

"There are 10 of us in this district who have spent a total of $490,000 to get kids diagnosed, tutoring and other supports," Hesser wrote in an email to the WTE on Tuesday. She stressed that this was not a complete total, and only included a select group of parents she had tallied.

Hesser is one in a group of parents that has a student who has had trouble getting screened for dyslexia with the district, and getting proper care for their student once they are screened. To address the needs of students who have difficulty reading, in any capacity, she said the district had hired intervention specialists with federal money disbursed during the COVID-19 pandemic. This upcoming year, the funding for those specialists — who are qualified to teach people with dyslexia — will go away, and there doesn't appear to be a clear solution, Hesser continued.

"They've known for years this was coming," she said, "and didn't really find a way to either get the problem nipped in the bud where they didn't need those positions, or find a way to continue funding those positions."

Hesser has a son in fifth grade enrolled in an LCSD1 school. She first found out about the potential for reading issues with her son after a teacher approached her at a Halloween party, she said. Initially, the teacher said he could catch up to grade level by practicing at home. But Hesser said her son required a deeper intervention than what her family could accomplish after school, prompting her to push for other resources at school.

Realizing that her son, and students like him, could not be adequately served by the school district is what made her become an advocate, she said.

"We're college-educated parents, but not teachers, and figured out pretty quickly that that wasn't going to be the solution," she said. "But that was the only advice (the teacher) really had for us. The Christmas party comes along, he's even further behind, still no other help or resources. He was getting some small group support in the classroom, but as we know now, most of that was not evidence-based instruction that they were getting.

"So, we kind of started trying to push the school district to, you know, do a little better and have more interventionists that are trained teachers. They've done some small steps, but they're always just a little bit behind, and they never quite seem to catch up to the needs of their students."

Another speaker at Monday's meeting was Annie McGlothlin, who has worked with Hesser due to similar issues with her grandson, Jayden. McGlothlin, who has raised Jayden since he was a baby, has retained outside help from a lawyer and a special education advocate to talk with the district and ensure that Jayden is getting the help that he needs.

She told the WTE that her grandson experiences a very severe form of dyslexia that has caused him, and their family, personal distress. It got to the point that Jayden often did not want to go to school, she said.

Now a fifth-grade student at Meadowlark Elementary, Jayden sees an intervention specialist for an hour every day. That person is licensed to teach someone with dyslexia, and has led to great strides in

Jayden's education, McGlothlin said. But she alleged that the district has tried to change Jayden's Individualized Education Plan to remove those visits with a specialist, which could prove a serious detriment to her grandson's education.

"I hope it'll be resolved," McGlothlin told the WTE on Thursday. "We're not asking for pie in the sky, we're not asking ... for them to pay for a private placement. ... Let's just do what needs to be done for Jayden, what's working for Jayden."

Other parents also spoke about similar experiences at the Monday board meeting, including Chandel Pine, the mother of a Carpenter Elementary student who died by suicide. She said at the meeting that her son's reading issues contributed to his mental health struggles and that his LCSD2 school did not meet his literacy needs.

After the parents involved spoke, LCSD1 Board of Trustees Chairman Tim Bolin addressed the allegations and said the district would work to help them.

"Looks like we had a theme of talking about reading difficulties and dyslexia, and I'd like to say, first, thank you for your kind comments about some of our staff that are working above and beyond to help our students that struggle in reading," he said, "and, secondly, I'd like to say you have a lot of our senior staff and administrators here that are listening tonight, and we have a board that's listening, so we will try to do whatever we can."

LCSD1 administrative assistant Nicholas Hokanson provided the WTE with an official district statement on the concerns raised at the meeting.

"LCSD1 is deeply committed to ensuring that all students are equipped with the literacy skills to access their learning and be successful in life after public education," the statement, provided on Wednesday, read. "Our commitment to literacy is highlighted in our strategic plan and our ongoing efforts in our Departments of Instruction and Special Services."

The statement went on to describe the areas in which the district is trying to "ensure all ... students are proficient readers." It included a multifaceted approach to curriculum in reading like phonics, fluency, vocabulary and reading comprehension. Teachers will also receive ongoing professional development in "the science of reading."

The district will also work on the "development and implementation" of a stronger framework in all schools to detect and intervene for students with reading difficulties. The statement also said the district hopes to have trained reading interventionists for all buildings.

"Additionally, our instructional framework for literacy meets the guidelines established in Wyoming K-3 Reading Assessment and Intervention statute and Chapter 56 rules," the statement read. "LCSD1 is equally committed to ensuring literacy for all our students with disabilities. Our policies and procedures for the identification and provision of special education services for students identified with reading disabilities adhere to the Individuals with Disabilities Education Act (IDEA) and Wyoming Chapter 7 Services for Students with Disabilities rules."

On the topic of dyslexia, the district statement said staff does screen for dyslexia and does provide the necessary intervention for students that have it.

"LCSD1 does evaluate for this disability, adhering to the evaluation and eligibility criteria established in both IDEA and Wyoming Chapter 7 rules and regulations. We provide special education services and supports for this disability as prescribed in a student's IEP. Decisions regarding eligibility and the need for special education services are made by the (IEP) team, which must include the parent. Should parents disagree with the eligibility decision or their student's IEP, they are afforded rights through the Notice of Procedural Safeguards under the IDEA and Wyoming Chapter 7 rules and regulations.

"There is always work to do to improve literacy outcomes for all students. LCSD1's commitment to literacy for all students, grounded in evidence-based knowledge and practices from the science of reading, will remain unwavering."

- Samir Knox Wyoming Tribune Eagle