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The Research

Key To Evaluation & Understanding

The Center’s Research Analyst is an integral part of the Key team and continues to be instrumental in supporting the research and evaluation needs of the Key School Academic Language Therapy (KSALT) Program, Key Navigation & Training Institute, and Key School. The academic and social growth of students will be tracked using multiple data sources. The Research Analyst also examines teaching methods of the Academic Language Therapists, dyslexia specialists, and educators in hopes of
achieving greater understanding of what works best in the classrooms for students with learning differences. In turn, successful pedagogical methodologies, once pinpointed, will be replicated within Key School and beyond as they continue to serve as a resource within the community. Documentation of post-graduation outcomes allows for the historical review of Key School’s general success.

The Need

Students with learning and attention issues are as smart as their peers and, with the right support, can achieve at high levels.

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Currently there are an estimated 78,000 children in the Tarrant County School districts that are affected by learning differences, with an estimate of 5% of children with learning differences (LD) in mainstream classes across the nation.
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According to Read Fort Worth, only 33% of Fort Worth Independent School District (FWISD) third graders were reading on grade level and community leaders recognized the long-term economic and social risks this posed for Tarrant County.

– Community Assessment 2018-2019, United Way of Tarrant County. 

50%

Current studies indicate that one half of all the students who qualify for special education are classified as having a learning disability. About 85% of those students have a primary learning disability in reading and language processing.

– International Dyslexia Association

In Texas, students identified with specific learning disability (SLD) and other health impairment (OHI) accounted for 60.4% of student with disabilities who received out-of-school suspensions in 2014-2015.

– National Center for Learning Disabilities 

20%

As much as 15–20% of the population as a whole—have some of the symptoms of dyslexia, including slow or inaccurate reading, poor spelling, poor writing, or mixing up similar words.

– International Dyslexia Association

Effective Reading Interventions

Structured literacy prepares students to decode words in an explicit and systematic manner. This approach not only helps students with dyslexia, but there is substantial evidence that it is more effective for all readers.

– International Dyslexia Association

Our Research

Our research and evaluation efforts focus on measuring how our students are progressing in academics, self-confidence, self-advocacy skills, and post-graduation outcomes using student learning profiles and specialized curriculum.  Additionally, teaching modalities in key classrooms are being researched and evaluated for effectiveness to share best teaching practices for students with learning differences within the community.  

Impact

Students in Tarrant County, regardless of learning difference and financial ability, will be successful in school, relationships, and the community, given the right opportunities and instructional support.

Our goal is to share the results of our research and evaluation with the community in order to provide all students and educators of Tarrant County the best opportunities to succeed in the classroom, therefore providing better long-term outcomes.

We are focused on helping as many students as possible and welcome opportunities to collaborate with other institutions.  If interested, please contact Ashley Southerland Research Analyst for the Key Center for Learning Differences, asoutherland@ksfw.org .

 

Make A Difference.

Donate today, and change the life of a student.

Come join us for the Celebrating Dyslexia Luncheon!

Débuting the future home and training center for Learning Differences in Tarrant County.