WHAT IS DYSLEXIA?
Dyslexia is a [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. (The International Dyslexia Association)
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COMMON MISUNDERSTANDINGS ABOUT DYSLEXIA
Myth 1: Writing letters and words backwards are the only symptoms of dyslexia.
Fact: Writing letters and words backwards are common in the early stages [before age eight or nine] of learning to read and write among average and dyslexic children alike. It is a sign that orthographic representations (i.e., letter forms and spellings of words) have not been firmly established, not that a child necessarily has a reading disability (Adams, 1990). Myth 2: If you just give them enough time, children will outgrow dyslexia. Fact: There is no evidence that dyslexia is a problem that can be outgrown. There is, however, strong evidence that children with reading problems show a continuing persistent deficit in their reading rather than just developing later than average children (Francis, Shaywitz, Stuebing, Shaywitz, & Fletcher, 1996). More strong evidence shows that children with dyslexia continue to experience reading problems into adolescence and adulthood (Shaywitz et al., 1999, 2003). Myth 3: More boys than girls have dyslexia. Fact: Longitudinal research shows that as many girls as boys are affected by dyslexia (Shaywitz, Shaywitz, Fletcher, & Escobar, 1990). There are many possible reasons for the over-identification of males by schools, including greater behavioral acting out and a smaller ability to compensate among boys. More research is needed to determine why. |
Myth 4: Dyslexia only affects people who speak English.
Fact: Dyslexia appears in all cultures and languages in the world with written language, including those that do not use an alphabetic script such as Korean and Hebrew. In English, the primary difficulty is accurate decoding of unknown words. In consistent orthographies such as German or Italian, dyslexia appears more often as a problem with fluent reading – readers may be accurate, but very slow (Ziegler & Goswami, 2005). Myth 5: A person with dyslexia can never learn to read. Fact: This is simply not true. The earlier children who struggle are identified and provided systematic, intense instruction, the less severe their problems are likely to be (National Institute of Child Health and Human Development, 2000; Torgesen, 2002). With adequately intensive instruction, however, even older children with dyslexia can become accurate, albeit slow readers (Torgesen et al., 2001). |
CHARACTERISTICS OF DYLEXIA
Grades 1-3
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Grades 4-8
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Note:
Everyone probably can check one or two of these characteristics. That does not mean that everyone has dyslexia. A person with dyslexia usually has several of these characteristics, which persist over time and interfere with his or her learning. If your child is having difficulties learning to read and you have noted several of these characteristics in your child, he or she may need to be evaluated for dyslexia and/or a related disorder.
HOW DO WE HELP STUDENTS SUCCEED?
Dyslexia is a life-long condition. With proper help, many people with dyslexia can learn to read and write well. Early identification and intervention is the key to helping people with dyslexia achieve in school and in life. Most people with dyslexia need help from a teacher, tutor, or therapist specially trained in using a multisensory, structured language approach. Dyslexia and other related learning disorders cannot be cured. Proper instruction promotes reading success and alleviates many difficulties associated with dyslexia. When students with dyslexia receive academic therapy outside of school, the therapist should work closely with classroom teachers, special education providers, and other school personnel. Students may also need help with emotional issues that sometimes arise as a consequence of difficulties in school. Mental health specialists can help students cope with their struggles. Instruction for individuals with learning differences should be:
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DYSLEXIA REFERRAL FORMS
TEACHER FORMS NEEDED:
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PARENT FORMS Needed:
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