Dyslexia is the most common and widely studied learning disability affecting nearly 20% of the children in the United States. Although the Science of Reading provides considerable information with regard to the nature of dyslexia, its evaluation and remediation, there is a history of ignorance, complacency and resistance in colleges of education with regard to disseminating this critical information to pre-service teachers. Information concerning weaknesses in the training of doctoral-level faculty which trickles down to graduate students in education and pre-services teachers is discussed along with potential solutions. Children with dyslexia and reading difficulties are waiting to be taught to read and the knowledge and skills necessary to do so exist. It is essential that the Science of Reading become part of the vocabulary, knowledge base and training within colleges of education.
David P Hurford, Jeremy D Hurford, Kimberly L Head, Michelle M Keiper, Samantha P Nitcher and Lauren P Renner
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