Are you hearing a lot about the latest and greatest research-based programs on learning disabilities like dyslexia? Much of the time this type of research seems all too conflicting, and many believe that evidence-based research is the most valuable, since it is based on what has actually been proven to help. There truly ought to be a conversation on research-based programs vs. evidence-based programs.
This video is a great starting point. Evidence-based research means there is proven efficacy, while research-based simply indicates theoretical suggestions but does not provide evidence that the program is indeed effective.
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Key takeaways
- Evidence-based means there is proven efficacy while research-based indicates their theoretical suggestions but does not provide evidence.
- We must replace anecdotal practices with those that are proven.
- Many theoretical research-based approaches when tested in the field prove to be ineffective.
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Your school district must evaluate your child free of charge if you ask in writing, whatever your income and whatever the outcome (US, 34 CFR 300.111 and 300.301(b)). That route takes time and answers a different question than you do. This one starts today, from what you already know.
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A screener is a starting point, not a diagnosis. If your child might need formal accommodations (an IEP or 504 plan), or you suspect a vision, hearing or medical cause, pursue a professional evaluation too. That is the only route to those supports.
