How can I get professional development in dyslexia for teachers?

Last updated: January 21, 2026

You’ve watched students work harder than anyone else in your classroom. They still struggle to sound out basic words. You’ve seen the spark dim in their eyes as they compare themselves to classmates who seem to learn reading effortlessly. That frustration you feel—watching capable children believe they’re somehow less intelligent because traditional instruction isn’t working—is your teaching instinct telling you something needs to change. If you’ve spent evenings wondering what you’re missing, searching for approaches that might help, I want you to know: you’re asking the right question. The training exists, the science is clear, and teachers who understand how reading development works transform outcomes for students every day.

TL;DR

Most teacher preparation programs lack adequate training in the science of reading and evidence-based instruction for students with reading differences
Brain imaging studies show that reading differences reflect different neural activation patterns that can normalize through systematic, explicit instruction
Structured literacy approaches build neural pathways for reading while three-cueing methods train inefficient word-guessing habits
Teacher expectations directly influence student achievement—understanding neuroplasticity helps educators believe in and communicate student capability
Quality professional development includes phonological awareness, systematic phonics, progress monitoring, and growth-oriented language practices

Why Teacher Training in Reading Differences Matters

You watch a student work twice as hard as their peers. They still struggle to decode simple words. You know something needs to change. Understanding reading differences gives teachers the power to transform how students experience learning. Reading development happens through neural pathway building. Children’s brains can develop the same strong reading networks as their peers. They need systematic, explicit instruction from trained educators.

Most teacher preparation programs spend minimal time on the science of reading. Yet understanding how reading differences work changes everything about how you teach. Students experiencing reading challenges need specific instructional approaches. These approaches target their developing skills. When teachers understand brain-based learning, they stop seeing struggling readers as “broken.” They start seeing capable learners who need different instruction.

Research shows that teacher expectations influence student achievement. When educators understand neuroplasticity and believe their students’ brains can grow, those beliefs become self-fulfilling. Your training investment pays dividends across every student who enters your classroom.

Teachers trained in the science of reading transform struggling students into confident readers. Brain plasticity means every child can build strong reading pathways with proper instruction. Tweet Now Follow Learning Success

What Brain Science Tells Us About Reading Instruction

Neuroplasticity research demonstrates that children’s brains remain capable of developing new reading pathways throughout childhood. Brain imaging studies show that students with reading differences display different patterns of brain activation. These patterns can normalize through appropriate instruction. The brain rewires itself when students receive systematic, evidence-based reading support.

Understanding the brain science behind reading differences transforms your approach. Children developing reading skills need explicit, systematic phonics instruction that builds sound-letter connections. Programs using “three-cueing” methods that encourage word guessing train inefficient reading habits. Evidence-based structured literacy approaches create the neural pathways that support fluent reading.

The anterior mid-cingulate cortex plays a key role in willpower and persistence. This brain area grows stronger when students engage with challenging material. Teachers who understand this science provide productive struggle opportunities. They don’t lower expectations. They know that building reading skills requires consistent practice with proper support—not simplification that confirms students’ beliefs about their limitations.

Author Quote "

Brain scans show that students with reading differences display different patterns of brain activation—but these patterns can normalize through appropriate instruction. The brain literally rewires itself when students receive systematic, evidence-based reading support.

Laura Lurns Learning Success Expert

Expert Insight: Brain imaging studies reveal that students with reading differences show different patterns of neural activation in reading centers—but after systematic, explicit phonics instruction, these brain regions can activate as strongly as those of proficient readers. The brain literally rewires itself through evidence-based reading support.

Essential Components of Effective Reading Instruction Training

Professional development in reading differences should include understanding the science of reading development. Look for training that covers phonological awareness, systematic phonics instruction, vocabulary development, fluency building, and comprehension strategies. Multisensory approaches that engage visual, auditory, and kinesthetic pathways strengthen learning for all students.

Quality training teaches you to use growth-oriented language that builds student capability. Replace “has dyslexia” with “is developing reading skills.” Transform “reading disability” into “reading difference requiring specific instruction.” These language shifts protect students from internalizing limiting beliefs about their potential.

Effective professional development also covers progress monitoring and data-driven instruction. You learn to measure skill development rather than task completion. Training helps you recognize early signs of reading challenges and implement timely interventions. The best programs teach you how to maintain high expectations while providing appropriate scaffolding. The goal is building independence, not creating permanent dependency on accommodations.

Key Takeaways:

Teacher training in reading science transforms how students with reading differences experience learning

Neuroplasticity research shows student brains can develop strong reading pathways with proper instruction

Growth-oriented language protects students from internalizing limiting beliefs about their reading potential

Creating Lasting Change Through Teacher Training

Your investment in professional development creates ripple effects beyond your classroom. When you understand how brains learn to read, you become an advocate for evidence-based instruction throughout your school. You help colleagues understand why certain approaches work. You guide conversations about student support toward skill-building rather than limitation-management.

Research shows that teacher expectations influence achievement regardless of initial ability level. When you believe in your students’ capacity for growth and communicate that belief through your actions, students rise to meet those expectations. Your understanding of neuroplasticity becomes their foundation for success.

Professional development options include university courses, online certifications, conference workshops, and school-based training programs. Organizations like the International Dyslexia Association offer structured literacy training. Many programs can be completed while continuing to teach. The knowledge you gain applies immediately to every student who needs reading support. That impact lasts throughout their educational journey.

Author Quote "

Research by Robert Rosenthal at Harvard demonstrated that teacher expectations significantly influence student achievement regardless of initial ability level. When educators understand neuroplasticity and believe their students’ brains can grow, those beliefs become self-fulfilling.

Here’s what drives dedicated teachers like you: every student deserves an educator who understands how their brain learns. You’re not willing to accept that struggling readers are “behind” or less capable. You see potential that traditional approaches miss. The outdated methods still used in many classrooms—approaches that encourage word guessing instead of building real decoding skills—weren’t designed for the students who need you most. But you can change that. Understanding the science of reading gives you tools to reach every learner. Parents seeking the same knowledge for their own children can start their free trial of the Learning Success All Access Program and discover what becomes possible when someone refuses to accept that struggling readers can’t succeed.

References

National Reading Panel - Science of Reading Research - Establishes that systematic phonics instruction and phonemic awareness are essential for reading development
Harvard University (Robert Rosenthal) - Expectation Effects Research - Teacher expectations significantly influence student achievement regardless of initial ability level
Stanford University (Carol Dweck) - Growth Mindset Research - Brief interventions teaching students their brains can grow show significant academic improvements
Current Neuroscience Research - Neuroplasticity Studies - Demonstrates that children with reading differences can develop normalized brain activation patterns through appropriate instruction