Story: Lisa Sollie | Photo Cody Ingram

When the University of West Alabama launched its in fall 2024, Rachel Walters saw an opportunity to gain the specialized training she wished had been available when her brother struggled with dyslexia as a child. Walters saw firsthand how few resources Alabama offered students with learning differences.

Now a reading interventionist at Briarwood Christian School in Birmingham, Walters works with students with language delays, attention-deficit/hyperactivity disorder and other reoccurring diagnoses, including dyslexia. Prior to enrolling in UWA’s program, she relied primarily on intervention strategies.

Four years ago, a new director of student support services—who was also a licensed dyslexia therapist—introduced her to the field’s specialized training, sparking an interest that eventually led to UWA.

“Research showed dyslexia therapy was the gold standard, and I thought, ‘Well, I need more tools in my toolbelt,’” Walters said. “But I couldn’t find the right program until UWA began offering its .”

According to Sara Reynolds, assistant professor in UWA’s College of Education, no other university in the state offers a dyslexia therapy program like it.

The program also comes as the Alabama Reading Initiative (ARI) pushes for more dyslexia therapists in schools statewide.

UWA has partnered with Shelton School in Texas, which uses Take Flight Therapy, a research-based, multisensory reading curriculum designed to help children ages seven and older with dyslexia and related reading challenges.  Developed by the Luke Waites Center for Dyslexia and Learning Disorders at Scottish Rite for Children, the comprehensive program trains struggling readers to decode, spell, and comprehend written language effectively.

“I love the support we get from the Shelton School; it is teacher-and student-friendly as well as easy to navigate,” Reynolds said. 

Take Flight Therapy is one of only a few approved dyslexia intervention programs in Alabama. The program also prepares students to qualify for the Certified Academic Language Therapist (CALT) credential. After graduation, students are eligible to take the national certification exam.

“Take Flight is also used by ARI and we use the same trainer,” Reynolds said. The difference is our program takes teachers who only have a bachelor’s degree and trains them to sit for national exam, while earning a master’s degree at the same time. ARI works with teachers who already have a master’s degree. After they complete the training, they can sit for the exam. Our goal is the same—to get more certified dyslexia therapists in Alabama schools.”

The online program is intensive, requiring students to complete 700 clinical teaching hours using the curriculum. As soon as student learn enough of the curriculum, they begin completing their therapy hours in real-world settings.

“You’re literally learning and doing at the same time,” Walters said. “I found that extremely helpful. I didn’t really feel like I mastered it until I taught it, maybe even a couple of times.”

“Some of our students are being put in dyslexia therapy positions because once they begin that first year of the program, they are considered dyslexia therapists in training,” Reynolds said. “They can start accumulating their 700 hours, which is what Rachel did. Other students may have to be a little creative in getting those hours, so it may take them a little longer to complete the program.”

Walters said the program has equipped her with new strategies and skills to make an even greater difference for her students.

“Not only was my training very specific and in-depth, but we had wonderful trainers,” she said. “I loved how Take Flight Therapy sets students up for success. When I meet students who are discouraged, frustrated and defeated, I’m able to tell them, ‘You’ve got this,’ and then see their growth. That is really rewarding.”

In addition to Walters, five other students residing in Alabama completed the program in May. An additional 14 students are expected to complete the program by the end of the summer or in the fall.

Reynolds noted that with the third cohort starting this summer, the total number of active students in the program has grown to 37. In addition to those from Alabama, students from Mississippi, Texas, Georgia, and Florida are also enrolled.

One of Walters’ favorite things about the program is that it highlights the strengths dyslexic students possess, not just their challenges.

“I tell my students all the time, that reading and spelling might be a weakness, and we’re going to work on that,” she said. “But because of the way God made your brain, you may also be creative, passionate, or gifted in other ways. That boosts their confidence and usually encourages them to read more, and that’s important to me.”

Now that graduation is behind her, Walters is preparing to take the national exam and become a Certified Academic Language Therapist.

Walters recalls when a student told her on one of the hard days of studying, balancing motherhood and working, “Reading in the classroom is hard, but I love reading with you.” She said moments like those made all the hard work and long hours over the past two years worth it.

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Story: Lisa Sollie

UWA elementary education program achieves top marks in new report from the National Council on Teacher Quality 

The University of West Alabama’s undergraduate elementary teacher preparation program in the Julia S. Tutwiler College of Education has received an A+ from the (NCTQ) for its excellence in preparing future elementary teachers to teach reading effectively.

The report, , published on June 9, spotlights the University of West Alabama for meeting the standards set by literacy experts for coverage of the most effective methods of reading instruction. Specifically, this means the program is preparing aspiring teachers in all five components of scientifically based reading instruction, including phonemic awareness, phonics, fluency, comprehension, and vocabulary, and avoids many instructional practices that research has shown to be ineffective or counterproductive for teaching children to read.

“This recognition reflects our deep commitment to preparing future teachers with the knowledge, practice, and confidence they need to teach reading effectively from day one,” said Dr. Cheryl Lambert, College of Education dean. “Strong literacy instruction changes the trajectory of a child’s academic life, and we are proud that our elementary education program is grounded in research-based practices that support teachers, schools, and the students they serve.”

UWA’s elementary education program prepares teacher candidates through coursework, field experiences, and clinical practice designed to connect research-based instruction with the real needs of classrooms. The program emphasizes evidence-based literacy practices, strong partnerships with schools, and preparation for teaching in rural and diverse educational settings across Alabama and beyond.

“Every child deserves a teacher who has been well prepared to teach reading, and every teacher deserves the opportunity to enter the classroom ready to help students succeed,” said NCTQ President Heather Peske. “Across the country, many teacher preparation programs still do not fully align with the science of reading, but University of West Alabama is demonstrating what strong preparation can look like.”

NCTQ’s methodology is informed by a panel of reading experts, teacher preparation faculty, reading advocates, and measurement experts. To evaluate the quality of preparation being provided, a team of experts at NCTQ analyzed syllabi, including lecture schedules and topics, background reading materials, class assessments, assignments, and opportunities to practice instruction in required literacy courses for elementary teacher candidates at UWA. 

To earn an “A,” programs must demonstrate that coursework for future elementary teachers includes all five core components of scientifically based reading instruction and avoid teaching more than three instructional methods that are unsupported by the research on effective reading instruction. Earning an A+, indicates that programs exceed those targets and do not teach any instructional practices that are unsupported by research.

NCTQ is a nonpartisan research and policy organization dedicated to ensuring that every child has access to effective teachers. NCTQ believes a strong, diverse teacher workforce is critical for providing all students with equitable educational opportunities.

Learn more about UWA’s nationally recognized teacher preparation program.

See NCTQ’s report, for more information about the University of West Alabama’s coverage of the science of reading and to see how UWA compares to other programs in Alabama or across the country.

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Story: Lisa Sollie | Photo: Cody Ingram

UWA education major brings a student-first mindset to the classroom

When Aliyah Roney begins her first year of teaching this August, she’ll carry into her fourth-grade classroom a simple belief: her students have as much to teach her as she has to teach them.

That mindset grew from an unexpected path. Roney, who grew up in Millry, Alabama, hadn’t planned to become an educator, but a summer job with Alabama Rural Ministry in Tuskegee shifted her perspective. Working with children revealed a fascination with their curiosity, creativity, and the many ways they learn.

Recently, Roney was recognized with the University of West Alabama College of Education’s Outstanding Grit Award at its annual honors day, a testimony, faculty say, to her perseverance and commitment to learning.

“Aliyah always wants to learn more and clearly understand the subject matter so she will be fully prepared to help children learn,” noted Brenda Fortson, assistant professor of elementary education. “Her journey has not been easy, but she has faced every challenge with determination and courage and her experiences give her a unique understanding of the hidden challenges many children face.”

Roney will graduate from UWA on May 8, an achievement she once doubted was possible.

Diagnosed with Attention-Deficit/Hyperactivity Disorder before kindergarten, she said she often heard from teachers growing up that she wouldn’t “make it” in the real world because of her hyperactivity.

“When I was going through school, I don’t think that teachers were really taught how to understand students like me,” Roney said. “They didn’t understand our need to move while learning—that we just couldn’t sit still for long periods of time.”

There were moments in college when she questioned whether she should keep going. But she persisted, motivated by a vision of creating a classroom where students are free to be themselves.

At UWA, Roney found a supportive community within the College of Education. Faculty helped her adjust as a transfer student, and she built close friendships through the Wesley Foundation on campus. That environment, she said, helped her realize that being herself “was better than anything.”

A first-generation college student, Roney also credits her family for shaping her resilience. Her mother has been her biggest support, while her older brother—who continues to recover from a traumatic brain injury following a motorcycle accident—has shown her what perseverance looks like in everyday life.

Roney said she’s especially looking forward to teaching fourth grade, where collaboration among teachers plays a key role. As a first-year educator, she said the team environment will help ease the transition into her own classroom while giving her the chance to learn from more experienced teachers.

As she prepares for graduation, Roney said her approach to teaching is rooted in seeing students as individuals with their own perspectives and needs.

“Because they are all individuals, there are no two alike—even twins,” she said. “If you listen to them and are open to that, they will teach you a lot more than we could possibly imagine.”

For Roney, that philosophy is central to the kind of classroom she hopes to build, “one where students feel safe, supported, and free to grow through both their successes and mistakes.”

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