Frequently Asked Questions about Dyslexia

The International Dyslexia Association (IDA) defines dyslexia as “a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.” (IDA Board of Directors, 2002)

Dyslexia is neurobiological in origin, meaning that it is a difference in how the brain works. It is not a result of factors such as low IQ, lack of exposure to books, cultural differences, or socio-economic status. Individuals with dyslexia have difficulty discriminating, sequencing, and manipulating sounds in language, which impacts the acquisition of reading, writing, language, and reading words accurately and fluently.

Secondary consequences may include difficulty with reading comprehension and vocabulary development.

Additional Information: Yale Center for Dyslexia and Creativity

Video: Dyslexia Explained featuring Margie Gillis (Understood.org)

K-3 students are screened using the mCLASS screener with DIBELS 8. Next steps and possible interventions for students whom the screening indicates a concern are determined at periodic data-team meetings. 

It is important to remember that every learner is different, and there is no “one size fits all” approach to addressing students’ unique strengths and needs.  In Lexington Public Schools, we strive to leverage our curriculum, our educator teams, and a tiered system of support to provide each student with the tools and instruction they need to succeed.  The information on other parts of this site, particularly the information about how LPS uses tiered systems of support for students, illustrate what actions happen in the classroom and school when a student is striving to read. 

The literacy benchmark screening described above is given to all students and is often a first indicator of a reading concern. If a child falls in the lower percentiles on the benchmark screening assessments, on other performance assessments, and/or in the classroom, the teacher consults with Literacy and Special Education teachers to develop an instructional intervention plan to address the concerns.  General education teachers may also take part in professional development to build their capacity to recognize and address reading concerns; our general education Literacy Specialists also support classroom teachers to design and implement differentiated supports in the classroom to address the varied needs of students.

If you are concerned your child is not making adequate progress in reading, the first person families should contact is their child’s classroom teacher. Your child’s classroom teacher will be able to share information regarding your child’s performance on screening measures, benchmark assessments, and other reading performance data compared to grade-level standards. Your child’s classroom teacher will also be able to share information about the supports your child receives. 

If you have a concern about your child’s reading, here are some questions that you might ask the classroom teacher: 

• I have a concern about my child’s ability to read, can you tell me more about what you see in school? What supports are currently available to my child in school, and what can I do to support my child at home?

• My child has been receiving support from a reading specialist, can you tell me more about why they are receiving this support?  What improvement would you expect to see as a result of this support?

• Can you explain how my child’s reading is assessed at school, and update me on any progress? 

• Can you put me in touch with a reading specialist? I would love to talk more about what I can do to help my reader. 

• I wonder if my child has a reading disability, whom should I contact?

I think My Child Has Dyslexia. Now What? (Understood.org)

Read more about Dyslexia and special education in Chapter 8 of the Massachusetts Dyslexia Guidelines  

The Individualized Education Program (IEP) Process Guide (MA Department of Education)

Massachusetts Policies and Processes Related to Special Education and Individualized Education Programs (IEPs)

A neuropsychologist is able to formally diagnose children with dyslexia. Children may be found eligible for special education services, with or without a formal diagnosis of dyslexia, under the disability category of Specific Learning Disability in Massachusetts by their public school. Students found eligible for special education services under the disability category “Specific Learning Disability in Basic Reading Skills” are not making progress in the general education setting because of their reading disability and require specially designed instruction in order to make progress in basic reading skills.  

All general education literacy specialists are licensed as Reading All Levels as required by the Massachusetts Department of Education. Additionally, educators including classroom teachers and literacy specialists across the district may be trained in Orton-Gillingham, Wilson, or other specialized reading programs, such as RAVE-O, Lively Letters, and/or Lindamood-Bell, but may not be utilizing the program for instruction as part of their role, or may be using parts of that methodology to meet the specific needs of some students. 

Each elementary school has at least a .5 special education teacher who is trained in Orton Gillingham or other multisensory reading program such as Wilson, Lindamood Bell Phoneme Sequencing, and provides instruction using those programs to identified students. The special educators’ time in each school is allocated based on student need, and may shift from year to year. 

Each elementary school has at least a .5 special education teacher who is trained in Orton-Gillingham or other multisensory reading program such as Wilson, Lindamood Bell Phoneme Sequencing, and provides instruction using these approaches among others to students with dyslexia who require a multisensory approach to reading.

The Language Learning Program (LLP) at Bowman Elementary School services students who have significant language-based learning disabilities. These students typically have at least average cognitive abilities, but they are not acquiring reading, writing, and/or language usage skills at the same pace/level as their peers. Many of the students in the program require explicit phonetic-alphabetic instruction beyond that offered through general education. Instruction in literacy is a focus, with emphasis on developing reading and written language skills using specialized curricula. Math instruction may also be provided within the Language Learning Program, as determined by a student’s needs. Support is available within the general education setting for science and social studies. This support, which is determined by individual student need, may include substantial modifications. The goal of the Language Learning Program is to build students’ literacy skills in a structured and supportive environment that fosters students’ confidence while increasing their skills in becoming active learners.

Some children with dyslexia may benefit from counseling support; your child's teacher and learning team can connect you with LPS counseling services.  

• Provide opportunities to read to your child to develop strong listening, oral language, vocabulary, and overall background knowledge skills. 

• Acknowledge your child’s effort: Celebrate the small victories and accomplishments. Even if there are mistakes, focus less on correcting errors. 

• Encourage activities that your child likes and feels good at, such as a sport, music, or hobby to build confidence.

• Help your child recognize his/her strengths to build competencies in other areas.

• Combat negative self-talk. Don’t ignore it, and address comments like, “I”m stupid, or I can’t.”

• Partner with your child’s school-based team.

• Use person-first language. Dyslexia does not define who your child is. Instead of calling your child “a dyslexic,” you can say he/she “has dyslexia.”

• LPS families may also find further resources, information, and events through the LexSEPAC/LexSEPTA (Special Education Parent Advisory Council and Special Education PTA) Dyslexia Families Group of Lexington. 

For Parents | Reading Rockets

LPS will provide ongoing updates in the LPS Annual Report on Efforts to Reduce Systemic Barriers to Equity report, starting in 2023.