Dyslexia

What Is Dyslexia?

Dyslexia is a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate and fluent word recognition, poor spelling, and decoding abilities. These difficulties typically result from a deficit in the phonological component of language, and they occur despite a person having typical intelligence and access to good instruction. Dyslexia is a language-based disability, not a vision problem, and it is not the result of a lack of effort or intelligence.

Signs of Dyslexia By Age

Dyslexia can look different depending on a child's age and grade level. Common signs include:

Pre K- K

Difficulty learning nursery rhymes or recognizing rhyming patterns
Trouble learning letter names and sounds
Difficulty breaking words into syllables or sounds

Early Elementary

Slow, effortful reading that doesn't match a child's spoken vocabulary
Difficulty sounding out unfamiliar words
Trouble with spelling that goes beyond typical developmental errors
Avoidance of reading aloud or reading in general

Upper Elementary and Beyond

Continued slow or labored reading, even when comprehension is strong
Weak spelling that persists despite instruction
Difficulty with written expression relative to verbal ability
Trouble learning a foreign language

Dyslexia and the Science of Reading

Structured literacy, the explicit, systematic, cumulative approach to teaching phonology, sound-symbol relationships, syllable patterns, morphology, syntax, and semantics, is the instructional approach best supported by research for students with dyslexia. This is the same approach the Science of Reading points to as effective for all readers, which is why strong core instruction benefits every student in a classroom, including those who are dyslexic.

Dyslexia in Nevada Law

Nevada has several statutes in place addressing how schools identify and support students with dyslexia:

NRS 388.439 requires school districts and charter schools to administer an early literacy screening assessment for indicators of dyslexia.
NRS 388.441 requires this screening for students in kindergarten and grades 1 through 3. If a student's screening confirms indicators of dyslexia, the school must address the student's needs through a response to scientific, research-based intervention system of instruction.
NRS 388.443 requires that IEP teams consider specific dyslexia-informed instructional approaches when developing a student's individualized education program.
NRS 388.447 requires the Nevada Department of Education to prepare and publish a Dyslexia Resource Guide for school districts and public schools.

NDE Dyslexia Resource Guide

In August 2024, the Nevada Department of Education released updated dyslexia guidance documents, the first update since 2015. These cover common myths and misperceptions, screening assessments, accommodations, IEP guidance, instructional supports, and additional resources. Click the link to learn more.

Myths

Dyslexia is a vision problem where children see letters backwards.
Dyslexia only affects reading.
Smart kids can't have dyslexia.
Kids outgrow dyslexia.

Facts

Dyslexia is a language-based processing difference, not a visual one.
Dyslexia commonly affects spelling and written expression as well, and can impact learning a second language.
Dyslexia occurs across the full range of intellectual ability and is unrelated to intelligence.
Dyslexia is a lifelong condition, though with the right instruction and support, people with dyslexia can become strong readers

Made By Dyslexia

Made by Dyslexia is a global charity led by successful dyslexics. They are the world's largest community of dyslexic people and their allies. Vist the website for additional resources.

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