Dyslexia is a specific learning disability that is neurobiological in origin and distinguished from other learning disabilities due to weaknesses occurring at the phonological level. 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.
Estimated to affect 15 to 20% of population as whole have characteristics of dyslexia
Often inherited-runs in families
Occurs in every language
Occurs equally in boys and girls, although more commonly diagnosed in boys
(Information from International Dyslexia Association)
Pre-School
Talk later
Difficulty rhyming
Trouble producing words
Poor auditory memory for nursery rhymes
Slow to add new vocabulary
Unable to recall the right word
Trouble learning numbers, days of the week, colors, shapes, and how to write their name
Kindergarten-Third Grade
Fails to understand that words come apart
Difficulty learning letter names & sounds
Difficulty decoding single words
Difficulty spelling phonetically
Reading is choppy/labored
Relies on context to recognize words
Fourth Grade and Above
History of reading and spelling difficulty
Avois reading aloud
Reads materials slowly, oral reading is labored
Avoids reading for pleasure
Inadequate vocabulary
Difficulty spelling
**This list is not meant to be exhaustive. Not all students who have difficulties with these skills have dyslexia.
Intensive
Direct and Explicit
Systematic and Cumulative
Multisensory
Diagnostic and Prescriptive
MRI brain images show that the brain learns by practicing. It can actually get “rewired”!