Schools and libraries often contain books about dyslexia that unintentionally perpetuate harmful stereotypes. Dyslexic people deserve authentic, empowering stories and effective literacy methods. Here are some indicators for weeding:

1. Representation & Inclusion: Imagine women’s books written by men (or vice versa). Even with the best of intentions, content may be inaccurate due to the author's lack of lived experience. Books, journal articles, and initiatives about dyslexia should be written by dyslexics or in collaboration with dyslexics.

2. Outdated Terminology such as reading disabled, learning disabled, or reading disorder are not appropriate. These terms are offensive and disrespectful. They also define dyslexic children as the problem, and don't address the need for evidence-based instruction, equitable school funding, reasonable student-teacher ratios, positive school environments, and other structural changes that help teachers and students thrive.

3. Negative & Pathologizing Language such as red flags, warning signs, symptoms, affect, lifelong, or disorder. Dyslexia is not a deficit, disease, or natural disaster.

4. Shaming & Punitive Educational Practices such as round robin reading, popcorn reading, leveled reading groups, reading competitions, timed tests, bullying, and withholding recess/treats/specials for incomplete work.

4. Discredited/Undermining Literacy Practices such as round robin reading, leveled books, predictable books, sight words, whole language, balanced literacy, Reading Recovery, Response to Intervention (RTI), Fountas & Pinnell (F&P), and Lucy Caulkins' Units of Study.

When in doubt, weed. Let's get stigma and undermining literacy methods off our bookshelves.