RewirED: Dyslexia and Reading Disabilities

In this episode of ODRD RewirED, host Kristin Allen sits down with internationally recognized literacy and neuroscience researcher Dr. Fumiko Hoeft to explore what brain science reveals about how children learn to read—and why that knowledge matters for every classroom. Drawing from decades of research in dyslexia, reading development, and neuroscience, Dr. Hoeft explains why reading is not an automatic process, the importance of early identification, and how evidence-based instruction can help all students succeed. 

The conversation also examines the role of resilience, family history, social-emotional development, and supportive learning environments in strengthening literacy outcomes for students with dyslexia.

In this episode of ODRD RewirED, host Kristin Allen talks with representatives from the Connecticut State Library about a statewide effort to expand access to dyslexia and literacy resources in all 191 public libraries across Connecticut.

Together, they explore how libraries serve as trusted community hubs, connecting families, educators, and students with high-quality literacy supports, curated dyslexia resources, and services through the Connecticut Library for Accessible Books (CT LAB). The conversation highlights the power of collaboration between schools, families, libraries, and state agencies in ensuring that literacy resources are accessible to all learners.

Listeners will also learn about statewide literacy initiatives, professional learning opportunities for librarians, and the role libraries play in supporting literacy development from early childhood through adulthood. This episode offers valuable insights for educators, families, librarians, and community leaders working to create more equitable access to literacy across Connecticut. 

In this episode of RewirED, the Connecticut State Department of Education’s Office of Dyslexia and Reading Disabilities explores how community partnerships can extend literacy beyond the classroom. Featuring a conversation with John Jones of the Springfield Thunderbirds, the episode highlights how initiatives like Dyslexia Awareness Night and the Stick to Reading program create meaningful, engaging opportunities for students and families.

Together, they discuss how connecting reading to real-world experiences—through sports, community events, and shared celebration—can motivate students, build confidence, and reinforce the message that all learners belong. The episode underscores the importance of collaboration across schools, families, and community organizations in creating inclusive environments where students can see themselves as capable, confident readers.

This conversation offers practical insight for educators, families, and community leaders working to make literacy more accessible, engaging, and connected to students’ lives. 

In this inspiring episode, Malik Champlain shares how a deeply personal experience as a father grew into Pages with Pops, a community-driven literacy initiative designed to engage fathers and father figures in their children’s reading journeys. Through powerful reflections on identity, belonging, and representation, Malik explores how literacy extends beyond skill-building to shape confidence, connection, and self-worth. His insights offer educators and families a compelling look at how aligning schools, families, and community partners can transform literacy into a joyful, relational experience—one that helps every child see themselves as a reader and a leader.

In this powerful episode, student advocate Eleanor Farquhar speaks openly about growing up with undiagnosed dyslexia, the emotional toll of struggling in school, and the moment assistive technology opened the door to learning. Her story offers families and educators an authentic look at why early, individualized access to tools can shape not only academic success, but self-worth and belonging.

Developed through years of collaboration with educators and families, the Connecticut State Department of Education's EL/ML Framework offers clear guidance for improving instruction and systems for multilingual learners, including those with dyslexia. In this episode, Maribel Olivero and Megan Alubicki, the CSDE leaders who developed the framework, explain its guiding principles, how districts will be supported in implementation, and what this work means for families and educators seeking more coherent, evidence-based literacy supports.

In this episode of RewirED, host Kristin Allen is joined by Goviana Morales, a bilingual consultant with the Connecticut Parent Advocacy Center (CPAC) and a leading voice for family engagement and equity in special education.

Drawing from her lived experience as a parent of children with disabilities and her professional work supporting Spanish-speaking families statewide, Morales shares how language access, cultural responsiveness, and authentic partnership between schools and families can fundamentally change outcomes for students with dyslexia and other reading difficulties. The conversation explores CPAC’s role as Connecticut’s Parent Training and Information Center, the layered supports it provides to families, and the critical importance of ensuring that families are informed, empowered, and meaningfully included in decision-making.

Educators, family liaisons, and advocates will gain practical insight into bridging communication gaps, strengthening collaboration, and moving from awareness to action so that every family feels seen, heard, and supported—and every child has the opportunity to learn to read and thrive.

In this episode of ODRD Rewired, host Kristin Allen speaks with Dr. Benitez and Mr. Pabón of the Connecticut Association of Latino Administrators and Superintendents (CALAS) to explore how culturally grounded leadership, representation, and community partnership shape stronger, more inclusive schools. They share personal journeys into leadership, the unique strengths Latino administrators bring to education, the challenges created by today’s political climate, and the essential role of bilingualism and cultural identity in supporting students and families. The conversation also highlights how CALAS develops the next generation of leaders through mentorship, advocacy, and professional learning—showing why leadership rooted in equity, empathy, and authentic connection is vital for all learners.

In the debut episode of RewirED, the Connecticut State Department of Education's Lisa Gianni explores the newly developed Structured Literacy and Dyslexia Competencies. Listeners will learn what structured literacy looks like in practice; how these evidence-based competencies are designed to strengthen educators’ confidence and effectiveness in supporting all learners; how this work moves beyond checklists and frameworks—serving as a catalyst for system-wide change that establishes a common language, a clear vision, and a pathway toward making Connecticut public schools the standard of excellence for students with dyslexia and other reading disabilities.

To learn more about the Structured Literacy and Dyslexia Competencies, go to https://portal.ct.gov/sde/office-of-dyslexia-and-reading-disabilities/educator-literacy-competencies