Most college special education masters programs do not include comprehensive instruction in reading for dyslexics.
Yet, dyslexics or children with reading disorders make up 70-80% of the special education students. Is there any wonder why special education reading scores are so low?
How does this happen?
At best, most potential teachers will get just an overview in reading, Few colleges, if any teach one of the few methodologies proven by the International Dyslexia Association. These methodologies are taught by private companies or certified individuals, not colleges.
The owners of the methodologies are not big text book publishers like Harcourt, SRA, etc that can afford lobbyists to push state politicians and administrators to approve their curriculum's. Publishers make money by selling hundreds of thousands of text books.
True research-based proven methodologies for dyslexics are multi-sensory based. The original is Orton Gillingham. The rest are based on the theories of Orton Gillingham are Wilson, Slingerland and Spaulding.
The exception to the rule is Lindamood Bell LiPS (Lindamood Phonemic Sequencing) which is a proven multi-sensory methodology. http://www.lindamoodbell.com/research/research-articles.html
In order to use these methodologies properly, teachers must have intensive instruction, consistent mentoring and follow up. Teachers cannot go to a two day or one week workshop and then come back and teach the rest of the staff.
Unfortunately, this is the current model in SFUSD. Last years professional development calendar did not include a single workshop in reading instruction for dyslexics.