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October, 2025
Minnesota Governor Tim Walz recently proclaimed October 2025 as Dyslexia Awareness Month
WHEREAS: Dyslexia is a language-based, neurological learning difference that can involve challenges with word recognition, writing, and spelling; and
WHEREAS: Dyslexia impacts an estimated one in five students’ ability to achieve grade-level reading proficiency; and
WHEREAS: Dyslexia affects people of all ages, races, incomes, and educational backgrounds across every segment of society; and
WHEREAS: People with dyslexia can thrive when provided with understanding, resources, and support, and they make valuable contributions to their communities and to the State of Minnesota; and
WHEREAS: Dyslexia Awareness Month helps promote educational equity by expanding access to structured literacy and other tools that meet the diverse needs of people with dyslexia.
In this powerful and deeply personal podcast, Dr. Tim Odegard, renowned dyslexia researcher and advocate, joins Stacy Hurst, Lindsay Kemeny, and Donell Pons for a conversation that challenges conventional thinking and calls for urgent change in how schools approach dyslexia. From his own journey as an undiagnosed struggling reader to his groundbreaking research on the intersection of literacy and mental health, Dr. Odegard shares insights that every educator, policymaker, and parent need to hear.
Together, they explore how early identification, systemic support, and a deeper understanding of risk and resilience can transform outcomes for students with dyslexia. They also confront the hidden costs of untreated reading difficulties, including long-term impacts on mental and physical health, and discuss how schools can be either a powerful protective factor or a source of chronic stress.
This episode is a compelling call to action—and a hopeful reminder of the difference we can make when we truly see and support every learner.
Podcast: What Schools Must Understand About Dyslexia
Video: What School Must Understand About Dyslexia
In grades 4-12, the Minnesota READ Act requires screening for reading difficulties, including characteristics of dyslexia, for students not reading at grade level using the approved tool, Capti ReadBasix. Implementation of Capti ReadBasix is required beginning SY2025-26. Please note that all six subtests of Capti ReadBasix will be required beginning in SY2026-27. Please refer to the updated screening guidance for more information.
Upcoming Virtual Open Office Hour
Learn more about Capti ReadBasix at the November special topic virtual open office hour. Join us to get answers to your questions about implementing Capti ReadBasix.
Register for Thursday, Nov. 6, 2025, 10-10:45 a.m. Capti ReadBasix Open Office Hour.
You still have time to register for the October READ Act virtual open office hour. Have a question about the Minnesota READ Act? Please email the Minnesota READ Act or join us for a virtual open office hour. Registration is required.
Register for Thursday, October 23, 2025, 11-11:45 a.m. READ Act Open Office Hour.
Watch a new four-part recorded webinar series designed to help K-3 educators understand and implement the screening requirements of the Minnesota READ Act. This series breaks down the state's literacy goal: to ensure every child is reading at or above grade level, with specific support for multilingual learners and students with special education services.
This series is your guide to turning this goal into a reality.
Here's a look at the series:
Part 1: Minnesota READ Act Requirements
Learn the essential requirements for screening, identifying, and intervening for students who show signs of reading difficulties.
Part 2: Universal and Dyslexia Screening
Dive deep into the process of screening and discover how to effectively use screening tools to identify student needs.
Part 3: Identifying Students' Needs with READ Act Data
Understand how to analyze data from your screening tools to accurately identify and understand each student's specific reading challenges.
Part 4: Turning Data into Action
Learn how to translate data and identification into concrete, actionable intervention plans that drive student growth.
Ready to take on the challenge and help every student succeed? Watch the Grades K-3 Universal Literacy and Dyslexia Screening recorded webinar series today!
Updated guidance documents support educators in using READ Act screening data to engage in data-based decision making to identify student needs, including characteristics of dyslexia.
The Universal Literacy and Dyslexia Screening Guidance document includes information on the Minnesota Reading to Ensure Academic Development (READ) Act screening requirements, approved screening tools and required subtests.
The READ Act: K-3 Universal Literacy and Dyslexia Screening Guidance describes screening requirements in grades K-3.
The READ Act: Grades 4-12 Screening Guidance describes the requirement to screen for reading difficulties, including characteristics of dyslexia, in grades 4-12.
Identifying Student Needs: These guidance documents support educators in using READ Act screening data to engage in data-based decision making to identify student needs. Resources also include a 4-part webinar series and MDE Composite Calculation Spreadsheets that can be downloaded to support efforts to screen and identify students with characteristics of dyslexia Grades K-3.
Professional development (PD) for Phase 2 educators has been updated to define WHO is required to participate in training on evidence-based reading instruction.
Phase 2 educators as defined in the Minnesota READ Act are:
- Teachers who provide foundational reading instruction to students in grades 4-12
- Teachers who provide instruction to students in a state-approved alternative program
- Teachers who provide instruction to students in dual language immersion programs (educators in pre-K through third grade should complete a Phase 1 training; educators in grades 4-12 should complete a Phase 2 training).
- Grades 6-12 Curriculum Directors
- Employees who select literacy instructional materials for grades 6–12
More information on defining teachers who provide foundational reading skills and timeline information can be found on the Phase 2 PD webpage.
The 2025 Minnesota Legislation requires MDE to establish the Dual Language Immersion (DLI) Advisory Committee. The purpose of the advisory committee is to advise on the unique needs of DLI programs around the implementation of the READ Act requirements. If you are interested in serving on this committee, please read below and fill out this form. You will hear from us in November.
Dual Language Immersion (DLI) is a program where students are taught at least 50% of the day in a partner language. DLI can be one-way or two-ways depending on student population.
The legislation specifically requires the members who fit the following description, but not limited to:
- whose native language is the partner language of a dual language immersion program;
- families of students enrolled in dual language immersion programs;
- members with expertise in special education; and
- teachers, administrators, and other instructional staff with knowledge and experience in dual language immersion programs.
MDE Dual Language Immersion Advisory Committee Application Form
If a student already has a dyslexia diagnosis, do they need to complete the additional dyslexia screener?
Any student who is not reading at grade level needs to be screened with Capti ReadBasix, even if they have a diagnosis of dyslexia, as these efforts serve different purposes. The diagnostic evaluation can provide a diagnosis. However, screening at the school is not only to identify students with characteristics of dyslexia (who may not be in the process of outside evaluations), but most importantly, it is to identify areas of instructional need for students in grades 4-12.
A college course I have taken used the CORE Reading Sourcebook as its textbook, which is the same textbook used in OL&LA professional development course. Does this count as completing one of the approved PD courses?
OL&LA is a professional development course offered through CORE. While some college courses may use the same textbooks, that alone doesn't mean someone has completed the OL&LA program. If educators believe they've taken a course that meets the READ Act requirements, the District Literacy Lead can submit a waiver request on their behalf. For more details, please visit the PD Waiver webpage.
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