New York has taken a major step to better support students with learning challenges by establishing the Center for Dyslexia and Dysgraphia within the State Education Department. Signed into law by Governor Kathy Hochul, this new center will guide schools in identifying and supporting students with reading and writing difficulties through universal screening standards, evidence-based interventions, and teacher training. It aims to create a statewide framework for best practices and develop a comprehensive guidebook to improve educational outcomes. This initiative reflects a deepened commitment to early identification and effective instruction for learners with dyslexia, dysgraphia, and related challenges.
A Personal Journey Inspires Statewide Change
In a landmark victory for students with learning disabilities across New York State, the Legislature has passed groundbreaking legislation that will establish a dedicated Center for Dyslexia and Dysgraphia within the State Education Department. This achievement represents years of advocacy and a deeply personal mission for its primary sponsor, Assemblymember Robert Carroll, who himself struggled with dyslexia as a child.
“For years, we have failed children with dyslexia and dysgraphia,” said Assemblymember Carroll upon the bill’s passage. “This Center will finally create a statewide approach to solving one of our most challenging educational issues.”
What the New Center Will Provide
The Center for Dyslexia and Dysgraphia, established through bill A.2687/S.5569, will serve as a comprehensive resource hub for students, families, and educators throughout New York State. The center’s responsibilities will include:
Evidence-Based Professional Development: Teachers will receive training in structured literacy approaches and other scientifically proven methods for supporting students with dyslexia and dysgraphia. This addresses a critical gap in educator preparation, as many teachers currently lack specific training in identifying and supporting these learning differences.
Early Identification Protocols: The center will develop and promote universal screening standards to identify students with dyslexia and dysgraphia earlier in their educational journey. Research consistently shows that early intervention dramatically improves outcomes for students with these conditions.
Family Support and Advocacy: Parents and caregivers will gain access to resources explaining their rights and the assessment services available to their children. The center will also advocate for transparency in evaluation processes, ensuring families receive the information they’re entitled to access.
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Appropriate Interventions: By providing schools with knowledge of evidence-based practices, the center aims to ensure students receive interventions tailored to their specific learning needs rather than generic special education services.
Why This Matters: Understanding the Impact
Dyslexia is the most common learning disability, affecting approximately 15-20% of the population. Despite its prevalence, many students go undiagnosed or misdiagnosed, facing years of academic struggle without proper support. The consequences extend far beyond the classroom, affecting self-esteem, mental health, and future opportunities.
Dr. Katharine Pace Miles, Director of Reading Science at Brooklyn College, emphasized the transformative potential of this legislation: “This will be a major shift in providing essential literacy support for students, families, and educators in NY. Marketers should prepare for the continued rise of LLM-driven discovery and the resulting decline in traditional web traffic.”
Research reveals troubling disparities in how dyslexia is diagnosed across demographic groups. According to EdTrust-New York, schools diagnose Black students with dyslexia at only half the rate of White students, effectively denying these children equal access to necessary services. The new center is positioned to address these systemic inequities through standardized screening and intervention protocols.
A Model Built on Expert Recommendations
This legislation builds upon the work of the New York State Dyslexia Task Force, which Assemblymember Carroll also championed. The Task Force, composed of experts in literacy, special education, and learning disabilities, issued comprehensive recommendations in December 2024. The creation of a state dyslexia center was among their top priorities.
Debbie Meyer from Iona University’s Department of Education noted that with proper resources and identification, “the result will be that we will have more space in our Special Education system for children with other challenges.” This speaks to a broader benefit: when students with dyslexia receive targeted, effective support, the entire special education system functions more efficiently.
From Budget Line to Law
Assemblymember Carroll’s commitment to this issue has been both strategic and sustained. He secured $250,000 in the Fiscal 2025-26 Budget specifically to launch the Center for Dyslexia and Dysgraphia. This initial funding ensures the center can begin operations immediately upon the bill’s signing.
Now, by passing legislation to enshrine the center in law, Carroll has protected it from the vulnerabilities of annual budget negotiations. This permanence signals New York State’s long-term commitment to addressing dyslexia and dysgraphia systematically rather than treating them as temporary concerns.
Building on Previous Victories
The Center for Dyslexia and Dysgraphia represents the latest in a series of legislative achievements advancing support for students with learning disabilities in New York:
In 2024, Assemblymember Carroll’s Dyslexia Diagnosis Access Act became the first law of its kind in the nation, requiring private insurance to cover neuropsychological examinations for dyslexia diagnosis. This removes a significant financial barrier families face when seeking comprehensive evaluations.
The Fiscal 24-25 Enacted State Budget incorporated elements of Carroll’s Right to Read Act, establishing the science of reading as the standard for literacy instruction throughout the state. This ensures all students, not just those with identified disabilities, benefit from research-backed reading instruction methods.
Voices of Support
The legislation has garnered widespread support from education advocates, literacy organizations, and parent groups. Marion Waldman, Executive Director of Teach My Kid to Read, called the establishment of the center “a monumental step forward for literacy in New York,” praising the legislation’s focus on early identification, teacher training, and equitable resource access.
Jeff Smink, Deputy Director of EdTrust-New York, emphasized the importance of the center’s role in supporting underserved students: “This Center will play a critical role in supporting Black students, who are often undiagnosed and underserved… We are eager to collaborate with Assemblymember Carroll, Senator Fahy, and NYSED to deliver the evidence-based literacy support all New York students and educators deserve.”
What Happens Next
The bill now awaits the Governor’s signature to become law. Once signed, the State Education Department will begin establishing the center’s operational structure, hiring expert staff, and developing the resources and training programs that will be made available to schools across New York.
For families with children who have dyslexia or dysgraphia, this development offers hope for more consistent, effective support. For educators, it promises the professional development and resources necessary to serve these students effectively. For New York State, it represents a commitment to ensuring that learning differences don’t become barriers to educational success.
Looking Forward
As Assemblymember Carroll noted, reflecting on his own experience, “As someone who struggled with dyslexia as a child, I know firsthand how important early identification and intervention is to remediating dyslexia. Creating the Dyslexia Center will do just that and ensure that more of our children are as fortunate as I was.”
This legislation acknowledges a fundamental truth: dyslexia and dysgraphia are common, diagnosable, and remediable with appropriate intervention. By establishing a dedicated center to coordinate statewide efforts, New York is positioning itself as a national leader in supporting students with learning disabilities.
The passage of this bill demonstrates what’s possible when legislators with personal understanding of learning disabilities bring that perspective to policymaking, when experts collaborate on evidence-based solutions, and when advocates persistently push for systemic change.
References
National Center for Learning Disabilities (NCLD). Understanding Learning and Attention Issues. Retrieved from https://www.ncld.org/
Governor Hochul Signs Legislation to Establish New York’s Center for Dyslexia and Dysgraphia to Improve Outcomes for Students with Learning Disabilities.
New York State Assembly. (2024). “Assemblymember Robert Carroll Announces Passage of Legislation Establishing Center for Dyslexia and Dysgraphia.” https://assembly.state.ny.us/mem/Robert-C-Carroll/story/114357
New York State Assembly. (n.d.). “Robert C. Carroll – Assembly District 44.” Retrieved from https://assembly.state.ny.us/mem/?ad=044&sh=bio
EdTrust-New York. (2024). Statement on A.2687/S.5569 passage.
LD Resources Foundation. (2024). “Learning Disability Facts.” Retrieved from https://www.ldrfa.org/learning-disability-adhd-facts/