{"id":26001,"date":"2026-01-06T05:00:00","date_gmt":"2026-01-06T13:00:00","guid":{"rendered":"https:\/\/www.nwea.org\/blog\/?p=26001"},"modified":"2026-02-18T15:59:01","modified_gmt":"2026-02-18T23:59:01","slug":"mtss-in-action-a-dyslexia-specialist-weighs-in-on-screening-support-and-success","status":"publish","type":"post","link":"https:\/\/www.nwea.org\/blog\/2026\/mtss-in-action-a-dyslexia-specialist-weighs-in-on-screening-support-and-success\/","title":{"rendered":"MTSS in action: A dyslexia specialist weighs in on screening, support, and success"},"content":{"rendered":"

\"\"Last summer, when I wasn\u2019t busy trying to find the best muffuletta in New Orleans, I attended a spectacular session at our annual Fusion conference<\/a> on supporting kids with dyslexia. Charachel Gordon, dyslexia coordinator with Houston Independent School District, co-led a session that demystified what trips up so many educators: how to identify, help and, yes, challenge, those students.<\/p>\n

Her session was so compelling that we asked Charachel to join us on a webinar about her district\u2019s use of MAP\u00ae Reading Fluency\u2122<\/a>, our K\u20135 reading assessment<\/a>, and even during that<\/em> our chatroom was filled with folks who had curiosity about Charachel herself. That\u2019s because under even the shortest offhand comment, you can tell there\u2019s a wealth of expertise about what it means to be an educator who\u2019s passionate about the science of reading and loves books.<\/p>\n

So, we gave in. We sat down with Charachel to learn more about what it looks like when a reading champion is forged.<\/p>\n

1. Tell us about your journey as a reader.<\/h2>\n

When I was a kid, my classroom was a very traditional space: desks in rows, lessons neatly written on the chalkboard, and a teaching model that was mostly what we now call \u201cdrill and kill\u201d\u2014think rote memorization of words without any real understanding of the underlying structure of language, like phonics or syllables. In lower elementary, the dominant model was the \u201cwhole language approach.\u201d This philosophy centered on the idea that reading is a natural process, much like learning to speak, and that students would learn best through literacy immersion and context. As if we learn by osmosis.<\/p>\n

I firmly believe that this approach did a disservice. The truth is, the human brain is not<\/em> wired to read. It requires explicit, systematic instruction. Expecting students to learn holistically, as they learn to speak, can be ineffective, especially when Tier 1 reading instruction in early elementary is so essential. My experience taught me a vital lesson: if every child had access to a scientific approach to reading instruction, like the methods I\u2019ve learned working with students who have dyslexia, we would see much greater gains in reading today.<\/p>\n

Despite the instructional limitations, I did find some joy in reading, and I owe that to two things. First, I was a big fan of Dr. Seuss. Second, I loved going to the library. It wasn\u2019t just checking out books that I liked; it was also the sheer delight of hearing the librarian read to us beforehand. Her genuine love for reading was contagious, and it was her<\/em> enthusiasm, not a natural instinct of my own, that sparked some joy in my literacy journey.<\/p>\n

2. How did you begin your journey as a dyslexia specialist?<\/h2>\n

My career path didn\u2019t start with a traditional education degree. I began in corporate America, but in 2004, I took a leap to explore teaching and landed in Sheldon Independent School District, here in Houston. I started as a second-grade English language arts and social studies teacher, but my focus quickly narrowed when I was given the opportunity to serve as the Title 1 reading interventionist for grades 3\u20135. This meant working intensely with students who needed Tier 2 and Tier 3 reading intervention.<\/p>\n

The next pivotal step came when I was presented with a chance to apply for a newly established department in Houston ISD. Its sole focus was providing evidence-based dyslexia instruction. Taking that opportunity was the best unplanned decision ever! It allowed me to move from general education to a highly specialized field where I could apply focused, scientific strategies to truly change a student\u2019s life.<\/p>\n

3. Is there one myth about dyslexia<\/a> you wish you could take to the TED Talk stage to dispel?<\/h2>\n

If I could step onto the TED Talk stage, the one myth I\u2019d immediately tackle is this: neurodivergent students, especially individuals with dyslexia, are not lazy.<\/p>\n

This is a perception I wish I could wipe out entirely. The truth is, students with dyslexia are often the hardest-working individuals in the room. They are not having difficulties because they lack effort, motivation, or intelligence; they are having them because their brains are wired to process language differently, which makes a task that can seem automatic for others\u2014reading\u2014a genuine intellectual challenge. They often expend more mental energy and sheer effort on foundational tasks than their peers, leading to exhaustion, frustration, and, sometimes, a visible withdrawal that is tragically mislabeled as laziness.<\/p>\n

We need to shift the narrative to recognize the immense cognitive effort these individuals put forth and replace judgment with evidence-based support and understanding.<\/p>\n

4. What helped you understand that you needed a more holistic solution for supporting readers with dyslexia?<\/h2>\n

The frustration of data-rich but action-poor decision-making before the implementation of a true multi-tiered system of supports, or MTSS, framework with integrated tools. We had:<\/p>\n