Columbia Gorge Chapter of Decoding Dyslexia attended the Senate Committee Hearing on Education regarding Senate Bill 612 on March 17. Parents, teachers, students, professionals and elected officials testified at the legislative hearing and supporters of the bill packed hearing room C as well as two overflow rooms.
Writes Julie Rocha Buel, “Those who testified gave heartfelt and educated testimony to their experience with dyslexia as educators, students, parents and elected officials. Chief sponsor of Bill 612, House Majority Leader Val Hoyle, moved the room with her very personal dyslexia story. She helped legislators understand dyslexia by debunking myth and acknowledging the life-long effects of shame a person with dyslexia endures because of their experience in the school setting.”
The Columbia Gorge Chapter of Decoding Dyslexia had the pleasure of meeting with Sen. Chuck Thomsen and updated him on the progress and difference our local chapter of Decoding Dyslexia is making for our region’s children and educators. Senator Thomsen was generous with his time and helpful information regarding SB-612.
“The Columbia Gorge Chapter of Decoding Dyslexia is proud to support SB-612 and Chief Sponsors, Senator Hass, Representative Taylor, Representative Hoyle, Senator Roblan and Regular Sponsors, Senator Bates, Senator Gelser, Representative Keny-Guyer, Representative Nosse, Senator Rosenbaum and Representative Read,” notes Buel.
Decoding Dyslexia Oregon-Columbia Gorge Chapter is a grassroots movement driven by local families and educators who recognized the need for conversations with our school districts and policy makers regarding dyslexia. “We strive to raise dyslexia awareness, empower families to support their children, and improve resources for students with dyslexia in Oregon public schools.”
What is dyslexia? Dyslexia is a language-based, neurobiological learning disability that involves difficulty learning to read or interpret words, letters, and other symbols, but does not affect general intelligence.
Dyslexia can manifest in a cluster of symptoms that make learning to read unusually challenging. Often these students exhibit unexpected difficulties with other language-based skills such as spelling, writing, memorization, and pronouncing words and include difficulty with executive function.
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