LD Blog

In the Austin Business Journal, Anna Hatchitt reported about an initiatvie to promote prevention of reading problems. As Ms. Hatchitt reported, a critical feature of the case for the initiative is that, left uncorrected, Learning Disabilities in reading have substantial costs to society.

The story has a lot of good feelings. Who can argue that prevention of Learning Disabilties in reading is waste? Of course, it is worthwhile. If children are detered from succeeding, from participating with their peers, from pursuing their dreams,then we should pursue reasonable paths to eliminate these deterences.

I support the idea, but I have reservations about the what seem to me to be hyperbolic arguments used to support the case. According to Ms. Hatchitt’s story, “Experts say dyslexia affects 10 percent to 20 percent of the public school population.” Could that be true?

Let’s see, Learning Disabilities, the category of special education in the US that includes reading problems (the most extreme are often called “dyslexia”) currently includes between 5 and 6% of the school-age population (according to U.S. Department of Education data). Because Learning Disabilities includes students with problems in areas other than reading, then the percentage of students who have Learning Disabilities in reading must be fewer than 5-6%. How does that square with “experts” who say 10-20%?

Furthermore, how does it square with the arguments of experts who say that too many children are identified as having Learning Disabilities? If 5-6% is too many and that 5-6% includes students with other Learning Disabilities, how can there be 10-20% with Learning Disabilities in reading?

I guess it’s the new math. Perhaps if one says that 10-20% have Learing Disabilities in reading and then, a few years later, one points to U.S. ED data showing that only 6% have Learning Disabilities of any kind, one can claim success, no?

In literature, hyperbole is an appropriate tool for making a point. In public policy, it is a way to get elected or move one’s political agenda. In science, hyperbole is called something else.

Do those who are officially identified as having Learning Disabilities need help? You betcha. They have a legal right to services! Do many of those who are not identified as having Learning Disabilities need help. Dang straight! Should people play fast and loose with either group’s educational needs in order to make a point? No.

Link to Ms. Hatchitt’s article. Link to the U.S. Reports to Congress showing the percentatges ot students getting services because of Learning Disabilities (and other categories of special education); note that Table AA11 shows not one of the states exceeding 7% of the population identified as having Learing Disabilities of any sort.