IDA Dyslexia Handbook: What Every Family Should Know, The International Dyslexia Association. (2014).
5.26.19
IDA Definition of Dyslexia
“Dyslexia is a specific learning disability that is neurological 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 the growth of vocabulary and background knowledge. “ (p. 4)
Characteristics of Dyslexia
“A person with dyslexia usually has several of [many] characteristics that persist over time and interfere with his or her learning,” including difficulties in the areas of oral language, reading, written language. Other common symptoms include difficulty with rapid automatized naming (RAN), and memory. Some students with dyslexia are easily distracted by visual/auditory stimuli, experience a downward trend in academic performance, and are inconsistent performers. “Individuals with dyslexia may [or may not] have other related disorders,” such as dysgraphia (handwriting), dyscalculia (math), ADHD (attention), dyspraxia (motor skills), and executive functioning (p. 7).
Valid Assessments for Dyslexia
“Evaluation is a more accurate word....” (p.11) *See notes from “Testing and Evaluation”.
Identifying Effective Teaching Approaches - Structured Literacy
Structured instruction is explicit (deliberate), systematic (logical order of the language), and cumulative (builds on prior teaching). Elements of effective instruction include phonology, sound-symbol association, syllables, morphology (units of meaning), syntax (sequence/function of words), and semantics (meaning).
Managing the Education of a Students with Dyslexia
Parents to-dos: self-education, chronicle child’s work, keep high expectations, visit child’s classroom, file potential references, read aloud with child, let child have an “expert” area, maintain a sense of humor
Transitioning into College
“At the college level, it is the student’s responsibility, rather that the school’s, to initiate the process for services and accommodations, and accommodations are not retroactive.” (p. 27)