Bortz's research focuses on the inclusion/non-inclusion of dyslexia in university teacher preparation programs encompassing P-12 general education, special education, and graduate-level classes leading to a Master's degree in Literacy. Overarching themes include the non-acknowledgment of dyslexia in higher education despite 12-17% of dyslexic students, the inequitable academic and economic consequences for students of color and from low-income families, and the curricular autonomy of professors who perpetuate this system. Bortz serves the community in Decoding Dyslexia, Pet Partners Therapy Animals, and People Power.
Finds most of its participants, university professors for teacher candidates and graduate-level teachers, did not include dyslexia or the Structured Literacy instruction shown to be effective for students with dyslexia in their curricula. Discusses that these ommissions leave classroom teachers unprepared to assist the 12-17% of students with dyslexia in American classrooms.