In rural Kansas, access to reading specialists, dyslexia services, and evidence-based literacy instruction can be limited — or completely unavailable. When schools say “wait and see,” families are often left navigating the system alone.

In this episode, we tell the story of what happens when the system says no — and communities rise.

You’ll hear how parents, teachers, and local advocates organize, train, and create solutions from the ground up — filling gaps left by underfunded systems and transforming reading outcomes for children who were once overlooked.

This is a story about grassroots advocacy, structured literacy, and the power of ordinary people refusing to accept that reading failure is inevitable.

• Jen Barrett — Kansas mom A parent whose experience reveals the emotional and financial toll families face when early concerns are dismissed and meaningful support is delayed.

• Michelle Schmidt — Kansas educator & reading interventionist A veteran teacher reflecting on what she was never taught about how reading works — and how structured literacy training changed everything.

• Heather Mora — Kansas mom & grassroots literacy advocate A parent whose advocacy reshaped how her district understands dyslexia and literacy instruction.

• Alana McWilliams — Kansas mom & grassroots literacy advocate A powerful voice on why early identification matters — and the lasting cost of waiting.

• Dr. Timothy Odegard — Dyslexia researcher A national expert explaining why literacy laws alone don’t solve the reading crisis — and why communities often carry the work forward.

• Why rural families struggle to access dyslexia screening and reading intervention
• How grassroots organizing fills gaps when systems fall short
• Why early intervention changes outcomes — and what happens when it’s delayed
• The difference between identifying dyslexia and truly supporting students
• How structured literacy transforms classrooms and communities

Parents: Trust your instincts. Ask questions. Document concerns. Advocacy often begins at home.

Teachers: Seek structured literacy training. Partner with families. Change starts one classroom at a time.

Advocates: Organize, connect, and persist. Every conversation builds momentum.

Coming next: Joyce S. Pickering — The Elder of the Revolution

For more than fifty years, Joyce preserved and passed on structured literacy knowledge when few others would — reminding us that revolutions don’t start loud. They start small.

Sources & References:

• Odegard, T. N., Hall, C., & Kloberdanz, K. (2025). Literacy legislation in practice: Implementation, impact, and emerging lessons. Annals of Dyslexia.

• International Dyslexia Association. (2023). Effective reading instruction and dyslexia identification resources. https://dyslexiaida.org/
• Kansas State Department of Education. (2023). Dyslexia recognition and support resources.https://www.ksde.org/Agency/Division-of-Learning-Services/Special-Education

This podcast is produced by KB PODCASTS