Long Island Literacy Coalition Applauds Newly Signed Dyslexia Legislation
Group Advocates for Statewide Adoption of Structured Literacy for All Learners
FOR IMMEDIATE RELEASE
DEBORAH AIELLO
DECEMBER 18, 2025
The Long Island Literacy Coalition is proud to support the newly signed legislation establishing a Center for Dyslexia and Dysgraphia within the New York State Department of Education. The Coalition commends Governor Kathy Hochul for signing A2687/S5569 into law on Thursday, December 11.
As outlined in the legislation, the new Center will help define dyslexia and dysgraphia in consultation with experts, identify and disseminate best practices, support statewide screening and intervention efforts, and provide guidance and professional development resources to educators. The creation of the Center follows a key recommendation from the New York State Dyslexia and Dysgraphia Task Force.
Dr. Dinorah DellaCamera, co-founder of the Long Island Literacy Coalition and a member of the NYS Dyslexia and Dysgraphia Task Force, sees the new law as a major step forward in literacy reform for New York State. “Our Coalition is made up of parents and educators of students with dyslexia and dysgraphia, who have firsthand experience with the challenges of accessing timely, effective literacy support,” said DellaCamera. “The Center’s work will strengthen NYSED’s guidance on evidence-based instruction, ensuring the highest possible gains for all students.”
While the Coalition is optimistic about the Center’s potential, it also emphasizes the need for school districts and institutions of higher learning to take further steps to implement best practices grounded in the Science of Reading. Katia Fratticci, a co-founder of the Coalition and a Certified Dyslexia Interventionist, explained the importance of widespread adoption of structured literacy practices for all students. She noted that this work must extend beyond the Center itself and into how future educators are prepared and supported throughout their careers.
“As a Coalition, we will be advocating for New York’s colleges and universities to advance meaningful preservice preparation for all educators. We’ll also stress the importance of school districts providing sustained professional learning for teachers and administrators,” said Fratticci.
At present, many Long Island school districts still employ balanced literacy methods, such as the “three cueing” system. This approach encourages students to guess words based on context, pictures, or initial letter clues and bypass phonics instruction (teaching students how to sound out word patterns using sound/symbol relationships). Balanced literacy may also create gaps in essential literacy skills, like grammar, vocabulary, and writing, since it takes an implicit and discovery-based approach to learning.
Science of Reading research shows that structured literacy instruction, delivered by trained educators, provides the most effective outcomes for all learners, including those with dyslexia. However, Coalition advocates worry that focusing solely on reading interventions will not address the root issue. The Coalition asserts that improving Tier 1 (general education) instruction and moving away from outdated balanced literacy methods is critical.
“Dyslexics are like the canaries in the coal mine — if it doesn’t work for them, it won’t work for most students learning to read and write,” said Dr. DellaCamera. “Using structured literacy as an intervention while continuing to emphasize balanced literacy is contradictory and harmful, especially for dyslexic and dysgraphic students.”
The Long Island Literacy Coalition plans to continue advocating for literacy reform through a series of workshops and events designed to raise awareness about the Science of Reading. Upcoming initiatives will focus on proposed legislation aimed at improving literacy instruction across the state.