State Rep. Kathy Schmaltz is leading an effort in the Legislature to ensure Michigan students with dyslexia have access to the specialized tools and instruction they need to succeed in reading.

Schmaltz, R-Jackson, presented the plan before the House Education and Workforce Committee this week, joined by local educators who shared powerful testimony about the impact of evidence-based literacy instruction.

“Every child must be given the opportunity to succeed in reading, and for students with dyslexia, that means access to proven, specialized instruction,” Schmaltz said. “I want to make sure no student falls through the cracks simply because their school lacks the tools or training to meet their needs. By investing in our educators and expanding access to the Orton-Gillingham approach, we can remove barriers to learning and open doors for thousands of Michigan students.”

Schmaltz’s proposal, House Bill 5081, would require every public school district to employ at least one teacher trained in the Orton-Gillingham approach, a structured, multisensory method that has helped dyslexic readers for nearly a century. The legislation also requires that teacher to receive ongoing professional learning aligned with standards from the International Dyslexia Association.

Dr. Rebecca Hutchinson, superintendent of Concord Community Schools, highlighted early success her district has seen after implementing the Orton-Gillingham method alongside its reading intervention structure this year.

“Our data has shown that at the end of the year that 54% of our students made more than a year’s worth of growth in nine months’ time. That type of growth happened with our readers that are our struggling readers,” Hutchinson said. “The power of Orton-Gillingham really is clear in our district.”

Hutchinson also shared her personal experience as a parent of a child with dyslexia, describing the challenges her son faced before receiving specialized instruction and the progress he made afterward.

“If a school district doesn’t offer a program like Orton-Gillingham, then children lose that advantage in being able to access all learning through reading,” Hutchinson said. “The power of this is clear – not only to reach those kids who are struggling to read and really all readers, but also to lift them up to their fullest potential and remove a barrier for our families who don’t have the ability to seek outside literacy support.”

Following the program’s success, Hutchinson said Concord Community Schools plans to train all teachers across all grade levels in the Orton-Gillingham approach.

Concord High School Principal Jill Snyder emphasized that the method benefits all students, regardless of ability.

“All of the instructional strategies and resources that are embedded in Orton-Gillingham support all kids, no matter what grade level they are,” Snyder said. “Having that knowledge, having that skillset and having the ability to apply those strategies across every grade band is what really, truly makes a difference for our students.”

Kristen Joseph, a teacher and learning specialist at Northwest Community Schools, thanked Schmaltz and lawmakers for focusing on literacy and evidence-based instruction.

“This is something that will impact not just students but families, and then out to society. What you guys are making happen has that much impact,” Joseph said.

Joseph also spoke about her experience in early education and how a student with dyslexia inspired her to pursue training in the Orton-Gillingham method.

Dyslexia is a hereditary learning disability that affects how individuals read, write, and spell. Research from the National Institutes of Health has shown that about 20 percent of the U.S. population is affected by dyslexia. Walt Disney, Leonardo da Vinci, Albert Einstein, Jennifer Aniston, Jay Leno, Susan Summers, Henry Winkler, Cher, Keanu Reeves, John Lennon, and Keira Knightley are just a few of the notable people with dyslexia.

Michigan continues to face significant literacy challenges. Fourth- and eighth-grade reading scores have declined by nine points between 2019 and 2024, and third-grade reading proficiency on the M-STEP has dropped from 50% in 2015 to 38.9%.

Schmaltz said her legislation is a critical step toward reversing those trends and ensuring every student has the support needed to succeed.

“Improving literacy outcomes starts with equipping our schools to meet students where they are,” Schmaltz said. “We have the tools, we have the research, and we have educators ready to lead. Now it’s time to make sure every child in Michigan – including children with dyslexia – learns to read.”

House Bill 5081 was approved by the committee on Wednesday, advancing it to the House floor for further consideration.