IDA of Northern Ohio (NOBIDA) is proud to be Northern Ohio’s dedicated resource that:

In April, 2021, House Bill 436 enacted legislation to strengthen dyslexia support for Ohio children. The laws required the creation of the Ohio Dyslexia Committee and apply to schools in all Ohio school districts. Each school district is required to provide professional development to identify dyslexia and establish effective instruction, implement dyslexia screening measures, and offer a structured literacy certification process for teachers.

Ohio’s Department of Education and Workforce’s Report on Dyslexia is a comprehensive overview of the legislation implementation and progress with regards to tier 1 and tier 2 screening results and instructor professional development in identifying and instructing students with dyslexia.

NOBIDA is proud to report that literacy and dyslexia advocacy efforts across the state led to the implementation of Ohio’s Dyslexia Support Laws in 2023. In connection, Governor Dewine created a statewide effort called Read Ohio to increase literacy rate achievement with efforts based on the interdisciplinary body of research known as the Science of Reading.

When struggling to read and write as an adult, everyday tasks such as reviewing instructions or ordering from a menu are overwhelming. Facing lifelong literacy challenges leads these adults to create coping strategies that don’t fully eliminate these stressors. 

For those living with literacy challenges, an important first step is understanding your learning style and uncovering potential learning differences. 

Join us in December and get to know the OH Dyslexia Guidebook. 

REGISTER today!

Structured Literacy is defined as a comprehensive approach to literacy instruction that research has shown to be effective for all students and essential for students with dyslexia. It is also beneficial for English learners (Baker et al., 2014; Gersten et al., 2008; Kamil et al., 2008; Vaughan et al., 2006).

Programs that use structured literacy as their foundation are those advised for use in OH schools as districts begin to implement HB 436.

Visit our HB 436 page to learn more about the specific requirements.

Recently I read a blog post by a mom who was describing how overwhelmed she was feeling after her child received a diagnosis of dyslexia. She wasn’t necessarily overwhelmed with emotion, but instead she was overwhelmed by the amount of information she had to sift through to figure out the best thing to do for her child. In the age of surging dyslexia awareness, there are endless articles and blog posts by other parents, professionals, and everyone in between. There are advertisements promising impressive results in small periods of time. There is advice from friends and neighbors that often includes suggesting what worked for their children. This avalanche of information can be conflicting and confusing. It is difficult to discern good, quality advice from snake oil and “quick fixes.” So, let’s unpack all the information that parents, new to the dyslexia, need to know.

Trust Your Instinct

Remember that you know your child better than anyone. When your instinct is telling you that something isn’t right for your child, it probably isn’t. Keep an eye out for those who promise you a specific amount of progress in a specific amount of time. Your gut should tell you that this is impossible without meeting your child and without understanding how dyslexia is affecting him or her. If you are feeling pressured to sign a contract or pay an exorbitant amount up front, sleep on it. The important point here is that dyslexia affects each individual differently and those differences necessitate individualized approaches and the decision of whom to trust is a big one.

Please watch this CBS Sunday Morning segment to learn about dyslexia and why we advocate for the early identification and appropriate instruction for ALL struggling readers.

Smooth seas don’t make for skillful sailors.
~ Author Unknown

One undeniable fact is that, in most cases, having dyslexia makes life more difficult.

During the school-age years, students with dyslexia generally

• have to work harder to be successful
• struggle with self-esteem
• tend to be seen by their teachers as less cooperative and less attentive than their classmates

In adulthood, those with dyslexia often