Just recently in the US at the Committee on Science, Space and Technology, a full hearing on the Science of Dyslexia - http://science.house.gov/press-release/smith-dyslexia-we-can-turn-disability-possibility

It be a frosty Friday in Canada if such a committee was set up on the Science of Dyslexia. Even more amazing provide the videos in real time for interested parties. Unlike the 10th Literacy and Learning Conference. and star Key Note Speaker, Todd Cunningham who is doing no harm except to impede the science of dyslexia from entering the K to 12 classrooms. Tossed the kids with reading struggles a laptop and ignore the core problem the reading deficits is a sure way of keeping the majority of LD students at the bottom of the achievement chart. http://idaontario.com/uploads/Conference 2014/ONBIDA Literacy and Learning Conference 2014 Todd Cunningham.pdf

The title itself is a misnomer. The reality is that the vast majority of learning and teaching practices in the Canadian K to 12 are not following the research science where rote learning, mastery, direct instruction are all part of science to aid all of the students in their learning and not just those who are struggling.

Down south of the border, are the wonderful advocacy occurring in the fields of LD, dyslexia and reading deficit fields of individuals striving to change the public K to 12 to follow the science. Below is an interview with Susan Barton where halfway through Susan Barton we don’t need more research. It is bad enough the K to 12 schools choses not to use the reading and dyslexia research. We need to the schools to start using the research. Near the end, the final question is about curiosity. Interesting response from Barton.

https://www.youtube.com/watch?v=JaRjWw3Etv4&feature=youtu.be&list=UUl7mXajBUMqcKEGc-9kjYng&jmid=15534&j=310420001