Parents Are the Missing Piece in Literacy Reform
Brett mobilizes parents to demand evidence-based literacy instruction across the entire education system — from school districts to higher education — driving systemic reforms at the district, state, and national levels, including improved identification, intervention, and support for dyslexic students and all striving readers. Through her work as President of UA-KID, OH-KID, and Parents for Reading Justice, she has built a national parent network active in more than 20 states. She produces educational content including the documentary "Our Dyslexic Children" (over 200,000 views), a free online class, and the podcast "Literacy Now." She serves on the Evidence Advocacy Center Parent Team, Drexel ALLIED Hub Advisory Board, 95 Percent Group Educational Leadership Council, the Stand for Children Illinois Early Literacy Team, the IDA Central Ohio advisory board and is a NCTQ Reading Fellow.
For years, literacy reform has focused on policies, programs, and professional development—but one essential partner has often been left on the sidelines: parents. Classroom teachers and administrators know how powerful family engagement can be, yet many parents have never been given clear, evidence‑based information about how reading develops or how to advocate for their children. When parents understand the science of reading, they become strong allies in improving instruction and strengthening school‑home partnerships.
Parents of children with dyslexia often feel this urgency most acutely. Many have watched their children struggle for years without receiving effective intervention. When these families learn what evidence‑based reading instruction looks like, they bring invaluable insight to conversations about curriculum, screening, and support. Their advocacy can help ensure that students receive timely identification, Structured Literacy intervention, and consistent progress monitoring—practices that benefit all learners, not just those with dyslexia.
How Informed Parents Strengthen Classroom Practice
Educators frequently tell us that engaged, knowledgeable families help create the conditions for lasting change. When educators and families work together, students benefit from consistent, research‑aligned support across school and home.
A Growing Movement of Parent Advocacy
Across the country, parent groups have begun organizing to learn more about reading research and to partner with schools in strengthening literacy instruction. Some have shared their stories publicly, participated in district committees, or collaborated with state leaders on improving screening and intervention systems. Their efforts highlight a simple truth: parents want what educators want—effective instruction that helps every child learn to read.
In many communities, parents of children with dyslexia have played a particularly important role. Their lived experience brings urgency to conversations about early identification, Structured Literacy, and teacher preparation. When families and educators unite around these priorities, districts often see stronger implementation, clearer communication, and more equitable access to support.
Why This Matters for Educators
Teachers and administrators are doing the hard work of shifting practice, adopting new materials, and deepening their knowledge of the science of reading. Informed parents can help sustain that work. Parents are not critics standing outside the system—they are partners who can help strengthen it.
Join the Conversation
On the EDVIEW360 podcast, The Greatest Gift a Teacher Can Give: The Hidden Toll When Children Can’t Read, I talk more about how educators and families can work together to advance evidence‑based literacy instruction. We explore practical ways schools can engage parents, especially those whose children have dyslexia, and how collaborative advocacy can lead to meaningful, lasting change. You can also learn more about my organization, Parents for Reading Justice.
This conversation belongs to all of us who care about helping every child become a confident, capable reader.