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Senate Bill 840 (SB 840) represents a significant step forward in Oklahoma’s efforts to improve literacy outcomes and support students with dyslexia. The legislation focuses on strengthening teacher training and expanding schools’ ability to identify characteristics of dyslexia earlier and more effectively.

Rather than redefining dyslexia or changing eligibility requirements, SB 840 addresses a critical gap in education: the need for highly trained educators who can recognize reading difficulties and respond with informed instruction and support.

What SB 840 Does

SB 840 establishes a pathway for Oklahoma educators to earn a dyslexia-focused micro-credential that is added to their teaching certificate. This credential is available to teachers who complete advanced, therapy-level training through recognized programs such as the Certified Academic Language Therapist (CALT) or the Center for Effective Reading Instruction (CERI).

Teachers who earn this credential are authorized to screen students for characteristics of dyslexia. This allows schools to rely more on in-house expertise rather than requiring families to seek costly private evaluations before support can begin.

To qualify for the micro-credential, educators must complete rigorous training requirements, including graduate-level education, specialized coursework, a competency exam, and additional supervised instruction. These standards are designed to ensure that dyslexia screening and instructional decisions are made by highly qualified professionals.

Benefits of SB 840

One of the most important benefits of SB 840 is earlier identification. Dyslexia often goes unnoticed until students fall significantly behind in reading. By increasing the number of trained professionals in schools, students can be identified sooner, reducing long-term academic and emotional consequences.

The law also promotes equity. Access to private dyslexia testing can be expensive and out of reach for many families. SB 840 helps reduce financial barriers by enabling schools to take a more active role in screening and intervention, regardless of a family’s ability to pay for outside services.

Additionally, SB 840 supports improved literacy outcomes statewide. Teachers who understand dyslexia are better equipped to deliver structured, evidence-based reading instruction and recommend appropriate accommodations. This benefits not only students with dyslexia, but also strengthens overall reading instruction in classrooms.

What This Means for Students and Families

SB 840 does not replace formal diagnoses or special education processes. Instead, it strengthens the early stages of identification and response. When schools can recognize reading difficulties earlier and with greater confidence, students are more likely to receive timely support that aligns with their learning needs.

For families, this legislation represents progress toward clearer communication, earlier intervention, and a school system better prepared to understand dyslexia as a learning difference rather than a deficit.

Conclusion

SB 840 is a meaningful policy advancement that prioritizes knowledge, training, and early action. By investing in teacher expertise, Oklahoma is taking steps toward a more informed and inclusive educational environment for students with dyslexia.

While continued advocacy and implementation are essential, SB 840 lays important groundwork for improved literacy support and long-term academic success.