What IS Dyslexia?
Within the past twenty years, the International Dyslexia Association (IDA) has defined dyslexia and acknowledged that it may also be understood and referred to as a “specific learning disability.” Although parents may recognize this terminology, often abbreviated as “SLD” on psychoeducational evaluations and reports, they may not be entirely aware of its meaning nor implications for the educational needs of their child. IDA’s definition states:
Dyslexia is 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 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. These difficulties may present as problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge. (IDA 2002)
Dyslexia can be found in people of all intelligence levels and backgrounds and is assumed to affect up to 20% of the population by impacting speed and accuracy of reading, spelling, written expression and often comprehension of what has been read or written by that individual. Moreover, dyslexia runs in families. It can be inherited from an immediate family member and can often be found in two or more children in the same family. Through imaging, studies reveal differences in ways the brain of a person with dyslexia develops. Researchers have discovered differences in up to 3 or 4 genes that contribute to an individual’s dyslexia since identifiable variations impact wiring in certain parts of the brain, and in some cases are heritable conditions.
According to California Dyslexia Guidelines from the CA Department of Education (Dec. 2018, 14-15), dyslexia exists on a continuum, ranging from mild to profound impairment. Although dyslexia is a lifelong condition, most students can be helped by using a multi-sensory, structured, explicit teaching method like we use at Enlighten Learning Resource, Inc. No two people with dyslexia present exactly the same way, and many may also exhibit other conditions that impact learning, like attention deficit, or speech and language disorder. Despite such differences, there are symptoms known to be representative of dyslexia and are considered hallmarks to investigate further. These include:
1. An inability to sound out new words. Often this can be assessed by asking the student to decode nonsense, or non-words, which would be unfamiliar and critical in determining decoding and fluency capability. In children as young as three years old, letter sound knowledge can be assessed.
2. Limited sight word vocabulary. Without skills in decoding and automatic recognition of high frequency (sight) words in text, comprehension is impacted. Once again, young students before kindergarten can be assessed before onset of reading instruction by testing their letter name knowledge.
3. Listening comprehension that is stronger than reading comprehension. Many individuals with dyslexia more easily comprehend material by listening to it rather than by reading it. These students can benefit from the use of assistive technology that converts text to speech in the learning environment.
4. Inadequate response to effective instruction and intervention. Once other factors are ruled out, like visual or hearing impairments, attention issues, limited exposure to reading due to frequent school absences or poor instruction opportunities, assessment is warranted to determine why a student is not progressing.
The California Department of Education highlights specific principles that are essential to teaching students and adults with dyslexia. They highlight the significance of a support system that includes the family, educators and other professionals. Since it is acknowledged that dyslexia exists on a continuum, so too must the foundation for the student’s needs, including integrated tiered support. Unless special education services are required, students with dyslexia can and should be taught in general education classrooms, using a wide variety of supports. Examples include evidence based, structured literacy reading and language instruction as well as appropriate accommodations and the use of assistive technology when warranted. Unfortunately, sometimes schools don’t provide all the services a student with dyslexia needs to learn and progress.
If someone you know presents with any of the hallmarks discussed above or you otherwise suspect dyslexia, contact us at Enlighten Learning Resource, Inc. We use assessments, parent reports of family and developmental history, as well as academic reviews and records to determine an impactful learning plan for each student. We provide one-to-one learning opportunities using the well-regarded, systematic, Orton-Gillingham influenced, Barton Reading and Spelling Program so each student can progress at their own pace, receive structured practice and get immediate feedback.
