Inequitable Access to Effective Reading Instruction for Students with Dyslexia (MA Public Schools)

- Colleen Hachey '25

My social justice project focuses on the inadequacies of the reading instruction that is often provided to students with dyslexia in Massachusetts public schools. While research has proven that the most effective instruction involves a systematic instruction of phonics skills, many students who are struggling with reading are not receiving this type of instruction. My project has involved learning about the current legislation surrounding this issue and how it can be improved upon. Click to view Colleen's website.