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The purpose of the Center for Reading Science is to support educators in implementing the science of reading in their classrooms and communities. Our center aims to provide trusted information and resources to help educators bridge the research-to-practice gap and provide evidence-based practices in preschool through higher education.

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Professional advancement programs are for practicing teachers who want to sharpen their skills or advance into school leadership positions.

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Carolyn is the Ohio Literacy Lead with the Ohio Department of Education and Workforce. She works with local, regional, and state-level instructional leaders to build their capacity to implement evidence-based reading instruction within Multi-Tiered Systems of Support. Carolyn is a doctoral student in the Reading Science program at Mount St. Joseph University and a Dyslexia Interventionist. She advocates for reading science and has extensive knowledge of evidence-based approaches to teaching reading. She ensures that all leaders have the appropriate knowledge, skills, and abilities to sustain change, resulting in improved instruction and successful reading achievement for all learners.

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Dr. Eric Tridas is a developmental & behavioral pediatrician. For 37 years he directed The Tridas Center for Child Development in Tampa, Florida. He is a Courtesy Associate Professor in the Department of Communication Sciences & Disorders at the University of South Florida (USF), an International Dyslexia Association (IDA) representative on the National Joint Committee on Learning Disabilities, a member of the Professional Advisory Board of the Learning Disability Association of America (LDA), a member of the Board of Directors of Lectores para el futuro in Puerto Rico and the State Medical Director for Pediatric Health Choice of Florida-Prescribed Pediatric Extended Care Facilities (PPEC). Dr. Tridas served as President of IDA from 2014 through 2016. He is coauthor of the Learning Disability Chapter of the fifth edition of the Textbook of Developmental & Behavioral Pediatrics and the book Assessing Dyslexia: A Teacher's Guide to Understanding and Evaluating Their Pupils' Needs. He also edited and co-authored From ABC to ADHD: What Every Parent Should Know About Dyslexia and Attention Problems.

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Dr. Jamey Peavler is a Co-Director and Assistant Professor in the Reading Science Graduate Program at Mount St Joseph University. Before joining the Mount, Jamey served as the Director of Training for the M.A. Rooney Foundation, providing Orton-Gillingham training for teachers across Indiana. She was an instructional coach and classroom teacher for Indianapolis Public Schools for 20 years and a co-op preschool teacher for 4 years. Jamey reviews higher education textbooks and teacher licensure exams for the National Council for Teacher Quality. She is a certified Fellow-in-Training with the Orton Gillingham Academy and an International Dyslexia Association Structured Literacy Dyslexia Specialist. She serves on the board for the Reading League’s Indiana chapter.

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Over her 20-year career in education, Genevieve Thomas has served as a special education teacher, a literacy specialist, an instructional coach, a school psychologist, and a special education leader. Currently, Genevieve is the Director of Professional Learning for School Services of Montana and the President of Spark Educational

Consulting. She holds graduate degrees in special education and school psychology from Loyola Marymount University, and she is currently a doctoral student within the Reading Science Program at Mount St. Joseph University. Genevieve is the secretary of the Montana chapter of The Reading League. Genevieve currently lives in Whitefish, MT. When she is not supporting teachers and school communities, you can usually find her on her skis or her bike, depending on the season.

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Amanda Nickerson, Ed.D, serves as the Ohio K-12 Literacy Technical Assistance Specialist on behalf of the Ohio Department of Education and Workforce and State Support Team 9. She is responsible for creating aligned supports for the development of implementation sites and providing technical assistance for schools and districts. As part of her role, she also collaborates with state literacy specialists to design and facilitate statewide literacy professional learning opportunities. Amanda has previous experience working as a literacy consultant, teacher, Title I specialist, gifted intervention specialist, peer coach, and as an adjunct instructor. A recent graduate of Mount St. Joseph University, Amanda's research interests lie at the intersection of MTSS, the science of reading, and gifted education.

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Oral Language: A Foundational Component of Comprehension. 

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Oral Language: A Foundational Component of Comprehension. 

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Andrea Thomas, M.Ed., CALT-QI, SLDS

Register today for 1.5 CE’s

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Ohio's Plan to Raise Literacy Achievement 

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Ohio's Plan to Raise Literacy Achievement 

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A Minute with MSJ: Undergraduate Education

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The Science of Early Language and Literacy Development (1)

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Case Presentation Using The Rule of Fours and the LEFT Model

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The Center was established in 1999. It is dedicated to helping children overcome the challenges of dyslexia and training instructors to support striving readers. Since then, we have worked with hundreds of children and teachers in our Center and in many school districts throughout central Ohio.

Child Application – Download Fillable Form | Download Printable Form

If you would like to train to become a tutor – Download Application

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Welcome to the website of the Children's Dyslexia Center - In Honor of Richard J. Luckay, MSA, 33º! We're glad you've stopped by to learn about our dynamic center. Dedicated to helping children overcome the challenges of dyslexia as well as training instructors to guide children in that important effort, the Center was established in 1999. Since that time, we have worked with hundreds of children in our Center and in many school districts throughout central Ohio. Additionally, instructors trained at our center have gone on to individual practice and, in turn, have trained thousands of students in our area.

Utilizing the highly-effective Orton Gillingham method over a two year period encompassing 112 50-minute, one-on-one sessions, we have seen incredible improvement and growth in our students' reading and comprehension abilities. We regularly receive cards and letters from grateful students, parents and grandparents, thanking us for helping them/their student go from being frustrated by their reading challenges to being excited to read and happy when called on to read in school. Want to learn more? Call our Center at 614/799-1261.

The Children's Dyslexia Center is a charitable organization, operated by an organization, the Scottish Rite, within the Masonic fraternity. Named in honor of our founding Chairman and chief advocate, the late Richard J. Luckay, our Center is the premier organization in Central Ohio providing student and teacher training to address dyslexia. We are also recognized as one of the leading Centers of the 45 in our corporate, regional organization.

Message to Parents

Are you searching for a way to help your student address his/her reading challenges? Are you and your family impacted by your student's embarrassment, if not ridicule, as a result of those reading challenges? Is your student hurt and demoralized by the things other kids say to him/her about their difficulty with reading? Is his/her school performance lacking due to the inability to read? We know what you/your student is dealing with and we're here to tell you there is hope! Our center's dedicated instructors work one-on-one with our students to take them through a highly-structured but well-established and recognized, proven program to patiently re-educate them about the basic building blocks of reading and comprehension. After finishing our two year program, virtually all of our students not only read effectively but WANT to read, unlike their previous attitude toward reading. While there is typically a waiting list for our no cost training, the end result is worth the wait. Call our Center @ 614/799-1261 to discuss your interest in our program. Help is that close!

Center Resources

Child Application - Download Fillable Form | Download Printable Form

If you would like to train to become a tutor - Download Application

2024-2025 Syllabus Part 1 - Download

2024-2025 Syllabus Part 2 - Download

2022-2023 Initial Training Material List - Download

2024-2025 FY Academic Calendar - Download

Earn Cash for our Center - Download

Maddie's Story

"Madeline came to the center starting 6th grade and was really struggling with reading and writing. Her self-esteem was low and she was having major difficulty in school, not with just her classes but communicating with her peers. We had known since Madeline was in kindergarten that she had auditory processing delays, and we found out in 2nd grade through outside testing that she was Dyslexic. It wasn't until she started OG at the Columbus Children Dyslexia Center that she really started enjoying school. Everyone at the center has been a pleasure to work with and very understanding of our needs. Her tutor was excellent and will be missed. Madeline has greatly improved not only in reading and writing, but her self-esteem is much higher, she is more confident in school and with her peers, she even has made honor roll all grading periods of 7th grade. I will be forever grateful for the Children Dyslexia Center, the teachers, staff, and the services they provide. Madeline has been given a priceless gift because of everyone's hard work and dedication. Thank you!"

Aiden's Story
"Aiden has attended the Masonic Children's Dyslexia Center for two years. In the two years, I have seen Aidens school work and self-esteem improve a lot. Aiden started high school and tutoring at the same time. It was hard, but he was dedicated to giving it his all. We felt like we had finally found someone that understood our son's problems. In the last two years, Aiden has been a straight-A student, and on the honor roll. Aiden hopes to one day be an electrical engineer. I believe with his determination and the lifelong skills the center has given him, he will succeed at whatever he dreams to be. We want to thank everyone at the center, for everything you have done for our son, and your dedication to helping other children with dyslexia."
Kathy, Gary, and Aiden

Ashley's Story
"As I reflect upon my 13 years in special education, I cannot help but think upon the learning experiences and growth I went through along the way. I learned how to write an IEP. I learned how to implement goals, objectives, and transition services. I learned how to provide instruction for kids in a variety of settings - in person, digitally, and blended - with the sole purpose of providing the best education possible in the safest environment possible. All things considered, I can sincerely say the most important things I have learned in my 13 years in education were at the Children's Dyslexia Center in Columbus, Ohio. In 2013, my district was one of the first in Central Ohio to pilot a school-based initial-level training with the center to learn the Orton-Gillingham approach. I was young and eager to learn all I could; so, despite being unsure of what I was getting into, I agreed to participate in the program. That initial year was intense and challenging, yet enlightening and empowering. By year's end, I began to see this experience in the same way I do today: everything I never knew I always needed. With the guidance and supervision of an excellent mentor during my initial level training, I grappled with the science of reading and how to integrate into practice to better service students with disabilities. With this approach to teaching reading, I saw my students gain confidence in their reading ability and confidence in themselves. They were happy, even excited, to come to intervention because they could actually see the growth they were experiencing. With this training as a backbone, I was fortunate enough to be offered an opportunity to apply my knowledge in the role of a district-wide academic coach, instructing many teachers from all pedagogical levels. I accepted the position, knowing full well that I was going to need additional training to take on this more extensive role. From that point, and to this moment, I have continued to learn more and more about the science of reading and the methodology of Orton-Gillingham. Simply put, I am a better teacher today than I was in 2013. For that I am, and will continue to be, forever grateful for the Children's Dyslexia Center and my colleagues there for providing me with this wonderful opportunity and unique skill-set to better instruct the teachers and students of my local community." Ashley Williamson, M.Ed., ICALP

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Ohio - Columbus * Children's Dyslexia Centers

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Welcome to the website of the Children's Dyslexia Center - In Honor of Richard J. Luckay, MSA, 33º! We're glad you've stopped by to learn about our dynamic center. Dedicated to helping children overcome the challenges of dyslexia as well as training instructors to guide children in that important effort, the Center was established in 1999.

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Small-Group Instruction IDA Central Ohio 3.08.2025

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Peavler Small Group Instruction IDA 03.08.2025

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Stirring the Pot_Central OH Dyslexia Summit_3_8_2025

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Stirring the Pot_Central OH Dyslexia Summit_3_8_2025_Digital Handout

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Amplify partners with K-12 teachers to make learning rigorous and riveting for every student. Learn more about our curriculums & assessments.

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Video Production Company | Event Production | Mills James

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Mills James is a video and event production company operating out of Columbus, Cleveland and Cincinnati and home to 200+ employees. Learn more here.

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Hand2mind offers high-quality, hands-on materials from manipulatives to lessons to teacher/parent support for Math, Science, STEM and Literacy.

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IDA Central Ohio (March 8, 2025) Presentation (2)

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IDA Central Ohio (March 8, 2025) Presentation

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Sadlier’s supplemental reading, writing, and handwriting programs and personalized tutoring provide evidence-based instruction for Tiers 1, 2, and 3.

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As an assistant professor at Marietta College, Michelle Elia helps prepare pre-service teachers to teach reading using evidence-based language and literacy practices. Elia’s previous role was Ohio Literacy Lead, which allowed her to train district administrators, teachers, and regional consultants across Ohio in the science of reading.  Elia is a nationally recognized literacy professional development provider, training educators in literacy instruction and assessment within an MTSS framework grounded in reading science. She serves as a school board member of her local district and president of The Reading League Ohio. A lifelong learner, Elia is pursuing her doctorate in Reading Science at Mount St. Joseph University. Michelle is passionate about ensuring all students learn to read using evidence-based literacy practices that are inclusive of all students. When she is not talking about reading, her favorite job is being a mom to her three not-so-small children.

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Nicole is a Literacy Specialist at the Institute for Multi-Sensory Education (IMSE). She has 25+ years of experience in the elementary school setting, including teaching internationally in Spain and Argentina. Nicole has been a K-3 classroom teacher, a Kindergarten Dual-Language Teacher, a K-5 Spanish as a Second Language teacher, a Pre-K-5 Gifted Teacher, a K-5 Reading Interventionist, as well as a site-level Administrator. Nicole is a co-founder of the Bridge Literacy New Mexico program, a structured literacy summer intensive serving children in grades 1-5. She is also a founding board member of The Reading League New Mexico Chapter, a former board member of the International Dyslexia Association’s Southwest branch, and a current doctoral student in Mount St. Joseph University's Reading Science program.

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Dr. Julie Washington is a Professor in the School of Education at the University of California-Irvine. She is a Speech-Language Pathologist and a Fellow of the American Speech-Language-Hearing- Association. Dr. Washington directs the California Learning Disabilities Research Innovation Hub at UCI. She is also director of the Language Variation and Academic Success lab. Her research is focused on the intersection of literacy, language variation, and poverty in African American children from preschool through fifth grades. Specifically, she focuses on the role of cultural dialect in assessment outcomes, identification of reading disabilities and reading interventions in school-aged African American children.

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Our Dyslexic Children - 2020 - Full Film

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Science of Reading: The Podcast, hosted by Susan Lambert, delivers the latest insights from researchers and practitioners in early reading. Listen today!

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Translanguaging Teacher Resource - Ohio IDA

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Your feedback is appreciated.

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Thank you for joining Genevieves’s session today! Your feedback is valuable, so I appreciate you taking a moment to fill out this form.

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Mitigating the Matthew Effect in Adolescent Literacy - Padlet

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Mitigating the Matthew Effect in Adolescent Literacy - Padlet

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For over 40 years, Reading Horizons® has empowered educators with effective, tech-enabled foundational reading instruction. Aligned with the latest advancements in the science of reading, Reading Horizons® supports educators, schools, and students with innovative literacy solutions. Learn more and join the Science of Reading Collective, a collaborative space for sharing best practices in literacy instruction.

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Dr. Terri Hessler is an inspirational Champion of Change for preservice teachers, teachers, and school psychologists in OH and beyond.

At the end of August, Dr. Hessler completed a two-year state-grant-sponsored high-dosage tutoring program that allowed her to start and fund the OSU Newark “DISC” (Dyslexia Intervention and Screening Clinic). She trained pre-service teachers to deliver foundational structured literacy instruction to K-2nd graders at a nearby state-sponsored charter school. During those two years, she and her colleagues served about 75 students.
Since 2021, she has provided free screenings for anyone ages five and up. She has screened over 60 individuals. In addition, she continues her research and professional activities related to dyslexia. Dr. Hessler is on the editorial board for Perspectives on Language & Literacy and has just launched a regular feature reviewing dyslexia-related books. She also reviews the IDA program accreditation and conference proposals every May and June.

Dr. Hessler represents the character, integrity, and combination of service and professionalism that truly makes her a Champion of Change for the Ohio dyslexic community.

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Heidi Flohr has been a passionate advocate and dedicated practitioner for dyslexic students for almost 30 years. She is a licensed CALP (Certified Academic Language Practitioner). Through her ICALP (Instructor-Certified Academic Language Practitioner) license, she continually trains other teachers in Structured Literacy so that more students can receive appropriate dyslexia interventions within the Canton City School District. Throughout her career, she has served on multiple teams and advisory groups to infuse research-based literacy instruction for all students and appropriate structured literacy interventions for those students who continue to struggle.

As a result of her work, students at every Canton City School District building have an Orton-Gillingham trained specialist. Heidi tirelessly serves as a coach and mentor for them as they serve our students, but she also continues to hone her practice by intervening with her students. It is not uncommon for Heidi to become an advocate and interventionist for students as they move through grade bands and buildings, a unique strength within a large urban school district. Her commitment to providing instruction so that ALL students can read inspires our students, teachers, and administrators.

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For more than 70 years, EPS Learning has partnered with educators to advance literacy as the springboard for lifelong learning and opportunity. Through a comprehensive science of reading-based literacy framework for grades PreK-12, we offer educators a comprehensive, connected, and consistent system to support instructional needs—and move all students toward growth, mastery, and success.

EPS is proud to announce that EPS Reading Accelerator has earned a spot on the Ohio Department of Education’s Approved List of Evidence-based Reading Intervention Programs. This prestigious recognition places Reading Accelerator alongside other EPS Learning solutions like SPIRE, iSPIRE, SPIRE Foundations, and Wordly Wise i3000.\

Website and social media links

EPS Learning

EPS Reading Accelerator Approved by Ohio Department of Education

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Welcome to IDA Central Ohio The International Dyslexia Association Central Ohio inspires action to transform education for learners with dyslexia. Saturday, March 4, 2023 Time: 8:30 am - 4:30 pm [...]

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New Changes to Ohio's Dyslexia Support Laws

House Bill 33 of the 135th General Assembly included several important updates to Ohio's dyslexia support laws.

Professional Development (Ohio Revised Code 3319.077)

The following dyslexia professional development requirements apply to teachers in grades K-3 and special education teachers in grades K-12 who are employed by a city, local or exempted village school district, community school or STEM school.

Teachers hired before April 12, 2021, who provide instruction to students in the following grade bands must complete the required professional development in accordance with the following timeline:

By the beginning of the 2023-2024 school year: Teachers of grades K-1, including special education teachers.

By Sept. 15 of the 2024-2025 school year: Teachers of grades 2-3, including special education teachers.

By Sept. 15 of the 2025-2026 school year: Special education teachers of students in grades 4-12.

Teachers hired after April 12, 2021, who provide instruction to students in the grade bands outlined above must complete the required professional development by the later of the aforementioned dates or two calendar years after the hiring date (unless the teacher completed the professional development while employed by a different district or school).

Dyslexia Screening (ORC 3323.251)

A district or school is not required to administer a tier one dyslexia screening measure to a student in grades K-6 who transfers into the district or school midyear if the student's records indicate a screening was administered to the student by the district or school from which the student transferred during that year.

Additional updates for screening transfer students can be found on the Dyslexia Screening webpage.

The 2023-2024 List of Approved Universal Dyslexia Screeners is now available

The list and detailed information are available at the List of Approved Assessments page on the Department's website.

A streamlined list of approved assessments that meet the requirements of tier 1 dyslexia screening and/or the K-3 diagnostic can be found here.

Administering Literacy Assessments for students with Low incidence disabilities and complex communication needs

This document provides resources and recommendations for accommodations and scaffolds districts may use when administering district wide literacy screenings and benchmarks or reading diagnostics. These can be used when administering the required tier 1 dyslexia screener, as well as the reading diagnostic required under the Third Grade Reading Guarantee and other district assessments. The purpose of these is to ensure these assessments provide proper data related to the reading abilities of students with complex communication need and low incidence disabilities. The document can be found here.

Literacy Assessment SelEction Tool K-6 now available

This document describes the different skills that should be assessed by tier 1 and tier 2 dyslexia screeners and will assist districts and schools with choosing screeners. The document can be found here.

Ohio's Introduction to Dyslexia, Kindergarten-Grade 3 course is available through the learning management system

Questions can be sent to Dyslexia@education.ohio.gov. If you need additional account support after consulting the linked support documents above, please contact OH|ID Profile Help at Profile.Help@education.ohio.gov for OH|ID assistance. If you are in the LMS application and need additional support, please contact LMS Support at LMSSupport@education.ohio.gov.

OHIO'S INTRODUCTION TO DYSLEXIA, Grade 4-12 COURSE IS AVAILABLE THROUGH THE LEARNING MANAGEMENT SYSTEM

Questions can be sent to Dyslexia@education.ohio.gov. If you need additional account support after consulting the linked support documents above, please contact OH|ID Profile Help at Profile.Help@education.ohio.gov for OH|ID assistance. If you are in the LMS application and need additional support, please contact LMS Support at LMSSupport@education.ohio.gov.

Helpful Resources for Districts and Families

Ohio's Dyslexia Guidebook

The Department is pleased to announce Ohio's Dyslexia Guidebook is available. As required by Ohio law, Ohio's Dyslexia Guidebook contains best practices and methods for universal screening, intervention and remediation for children with dyslexia or children displaying dyslexic characteristics and tendencies. Districts and schools should use the guidebook to access critical information for successful implementation of Ohio's dyslexia support laws.

The Department will develop additional resources and guidance to support schools and districts. The FAQ page will be updated as needed.

For questions about Ohio's Dyslexia Guidebook or Ohio's dyslexia support laws, please contact Dyslexia@education.ohio.gov.

Helpful Resources

Federal Funding Guidance: This document contains federal funding guidance for districts and schools to use federal Title funds, IDEA Part B School-aged Special Education funds (ages 3-21) and IDEA Part B Early Childhood Special Education funds (ages 3-5) to implement Ohio's Dyslexia Support laws.

House Bill 436 mandated a cost analysis report to ascertain the potential financial costs incurred by school districts to implement Ohio's dyslexia support laws. The final Cost Study Analysis is now available to download as well as the accompanying Appendix with detailed information.

On January 9, 2021, Governor Mike DeWine signed a set of laws strengthening dyslexia supports for Ohio's children. The new dyslexia support laws establish dyslexia screening measures (ORC 3323.251), professional development for identifying dyslexia and instructing students with dyslexia (ORC 3319.077), a structured literacy certification process for teachers (ORC 3319.078) and the Ohio Dyslexia Committee (ORC 3323.25). The following is a summary of the new set of laws:

Requires the Ohio Department of Education to establish the Ohio Dyslexia Committee consisting of 11 members;

Requires the Ohio Dyslexia Committee to develop a dyslexia guidebook for screening, intervention and remediation for children with dyslexia or displaying dyslexic characteristics and tendencies;

Requires the Ohio Dyslexia Committee to prescribe the number of clock hours of dyslexia-related professional development required for teachers;

Permits the Ohio Dyslexia Committee to make recommendations regarding ratios of students to teachers who have received certification in identifying and addressing dyslexia, the school personnel who should receive the certification and whether professional development requirements should include completing a practicum;

Requires the Department, in collaboration with the Ohio Dyslexia Committee, to identify screening and intervention measures that evaluate the literacy skills of students using a structured literacy program;

Requires school districts and other public schools to administer annual dyslexia screenings beginning in the 2022-2023 school year;

Phases in over three years dyslexia-related professional development requirements for public school teachers;

Requires school districts and other public schools, beginning in the 2022-2023 school year, to establish a structured literacy certification process for teachers.

Frequently Asked Questions

Ohio's Rule for Phonics

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House Bill 33 of the 135th General Assembly included several important updates to Ohio's dyslexia support laws. The following dyslexia professional development requirements apply to teachers in grades K-3 and special education teachers in grades K-12 who are employed by a city, local or exempted village school district, community school or STEM school.

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Promoting literacy through research, education, and advocacy because everyone deserves to read. Join us on October 17th for the RED Soiree. Learn more at www.IDAGoRed.org The International Dyslexia Association(IDA) is a 501(c)(3) non-profit, scientific, and educational organization dedicated to the study and treatment of the learning disability, dyslexia as well as related language-based learning differences. We are the oldest such organization in the U.S. serving individuals with dyslexia, their families, and professionals in the field. We number some 11,000 members- 60% in the field of education and 20% are individuals with dyslexia or parents of children who are dyslexic. We operate 44 Branches throughout the U.S. and Canada and have 17 Global Partners. Our annual budget of $2.1 million is funded by private donations, membership dues, foundation grants, sale of publications, conferences, and other development efforts.

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IDA fact sheets are convenient, professionally reviewed materials designed to improve understanding and support advocacy initiatives. Fact sheets are frequently used to enrich and supplement IEP meetings, school board discussions, and district policy initiatives. Click on topics of interest below to view and download fact sheets.

To access new fact sheets and other free resources from IDA, please visit the Dyslexia Digital Library at www.DyslexiaLibrary.org

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Fact Sheets - International Dyslexia Association

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IDA fact sheets are convenient, professionally reviewed materials designed to improve understanding and support advocacy initiatives. Fact sheets are

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Northern Ohio Branch - International Dyslexia Association

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The Ohio Chapter of the Reading League will be offering three one-hour events that focus on MTSS. Watch their social media and website for more information.

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Ryan Riddlebarger Helping Kids Read Scholarship