Understanding Dyslexia

Reading involves a complex set of cognitive processes. Our brains must connect letters to sounds, arrange those sounds in the correct order, and combine words into sentences and paragraphs. This all needs to be done with speed, accuracy, and prosody while also comprehending the text. It can be exhausting!

The International Dyslexia Association defines dyslexia as follows:

Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition, as well as poor spelling and decoding abilities. These challenges typically stem from a deficit in the phonological component of language, which is often unexpected in relation to other cognitive abilities and the effectiveness of classroom instruction. Secondary consequences may include issues with reading comprehension and a reduced reading experience that can hinder the growth of vocabulary and background knowledge.

Importantly, dyslexia is NOT a reflection of intelligence. Many individuals with dyslexia are gifted and creative, making remarkable contributions in various fields!

Dyslexia is a lifelong condition; however, with appropriate school and parental support, proper screening, accurate diagnosis, and early and ongoing intervention, children with dyslexia can lead successful and fulfilling lives!

Dyslexia affects 20% of a student population and is estimated to comprise about 80% of all learning disabilities.

Many children are undiagnosed and not provided the appropriate instruction to assist them.

“ Reading is a code, and no matter who we are, each of us must somehow present print as a neural code that the brain can decipher. Functional imaging makes this process transparent, allowing scientists to watch and record the neural systems at work as children and adults attempt to transcribe letters into sounds. For most people this process is incredibly quick and smooth; it’s effortless. For others it is an entirely different story. Imaging provides the neurobiological-the physical-evidence of the difficulties dyslexic readers have in transforming this written code into the linguistic code that is the key to reading.” _ Sally Shaywitz, M.D. author of Overcoming Dyslexia

An analogy for dyslexia compares typical reading to cruising down a clear highway with great speed and little effort. In contrast, a person with dyslexia is like someone driving a manual car through rugged terrain, taking an alternative route with hills and bumpy roads. Although they are trying to reach the same destination, their journey is more complicated and challenging.

Parents, caregivers, and teachers can learn to recognize the early signs of at-risk children. When diagnosing dyslexia in school-aged children, it is essential to understand that dyslexia is a clinical diagnosis. This diagnosis is based on the clinical judgment of an experienced clinician or educational psychologist. It involves evaluating the child's history, symptoms, learning profile, cognitive abilities, and achievement levels to identify any unexpected difficulties in reading.

Simply relying on standardized test scores or reading below grade level is insufficient for diagnosis. A comprehensive clinical assessment includes a child’s history, observations, oral reading abilities, school performance, and testing results. There is no single test score that can definitively diagnose dyslexia. Instead, the diagnosis results from carefully synthesizing all available clinical data.

One of the key components of the evaluation is assessing how well the child can decode words. Specific testing may evaluate a child’s ability to read actual words, pseudowords (made-up words), fluency, spelling, cognitive skills, reading comprehension, and vocabulary. By integrating all this information, a clinician can determine whether a child has dyslexia.

The earliest clues involve mostly spoken language. The very first clue may be a delay in language. Once your child begins to speak, look for the following:

The Preschool Years

*Trouble learning common nursery rhymes

*A lack of appreciation of rhymes

*Mispronounced words; persistent baby talk

*Difficulty in learning and remembering names of letters and numbers

*Failure to know the letters in his or her own name

Kindergarten and First Grade:

*Failure to understand that words come apart

*Inability to learn and associate letters with sounds

*Reading errors that show no connection to the sounds of letters

*The inability to read common one-syllable words or to sound out even the simplest of words

*Complains how hard reading is

*A history of reading problems in parents or siblings

Clues to Dyslexia from Second Grade On…

*Mispronunciation of long, unfamiliar, or complicated words

*Trouble remembering dates, names, telephone numbers, lists, difficulty with rote memory

*Evidence of very slow reading progress

*Has a fear of reading, especially reading aloud; avoids it altogether

*Oral reading is full of substitutions, omissions, and mispronunciations

*Child has to heavily rely on context or pictures to determine meaning of a text or word; lack of strategy to read new words

*Poor handwriting

*Difficulty reading math word problems

Dyslexia may manifest as difficulty in reading, but a range of strengths often accompanies it.

Slow reading does not reflect a person's intelligence, verbal comprehension, or vocabulary knowledge. Many gifted students have dyslexia and often display high levels of creativity and intelligence, along with other valuable skills such as empathy, exceptional problem-solving abilities, critical thinking, reasoning, concept formation, comprehension, and general knowledge.

A supportive school environment and effective teachers can help recognize and build on these strengths. Focusing on these attributes can enhance a child's self-confidence and improve their reading abilities. With strategic interventions, students with dyslexia can find a clear path toward a positive and hopeful future.

Early Childhood Strengths:

*Curiosity

*Child has a great imagination

*Problem-solving skills

*Open mindedness

*Understand the GIST of things

*Maturity for his or her age

*Great vocabulary

*Creative

Strengths in Older Children:

*Excellent thinking skills; demonstrates creativity, imagination, abstraction

*Can make meaning of ideas and concepts better than rote memorization

*Area able to understand the “big picture” of a concept or text

*Ability to comprehend more difficult texts that are of interest to them regarding specific topics they like and enjoy

*Possesses a sophisticated listening vocabulary

*Is successful in subjects not dependent on reading, such as art, math, computers, etc

*Exceptionally empathetic

Early and ongoing intervention is crucial for children with dyslexia. Students should receive evidence-based therapy that emphasizes their strengths. It is highly recommended to work with dyslexia therapists or Certified Academic Language Therapists who have appropriate training in reading and effective interventions.

These therapists should engage in frequent and intensive therapy sessions. Systematic and explicit teaching methods are beneficial for students struggling with dyslexia. A practical approach strongly focuses on phonemic awareness, phonics, fluency, vocabulary, and comprehension. Additionally, the quality of the teacher, support from parents, and tailored instruction aligned with the student’s interests and strengths can lead to significant improvements.

Parental support for a child with dyslexia is crucial. A parent's advocacy within the school system, seeking specific interventions, and providing support at home through various reading activities can significantly enhance the child's progress and self-esteem.

The reading instruction offered by both schools and private therapists should clearly outline short-term and long-term goals for improving reading skills. There are many helpful resources available to support both parents and children.

It is important to note that regular practice with a child, using evidence-based intervention techniques, is highly effective. Taking time each day to read aloud with your child, along with other language and literacy activities, will strengthen the parent-child bond and help address the child's reading challenges.

When families commit to Rainbow Reading services, parents will receive practical tips for engaging their children in a home setting. For more information about dyslexia and how to support your child, parents can visit the following websites:

The International Dyslexia Association: https://dyslexiaida.org

The Yale Center for Dyslexia and Creativity: https://dyslexia.yale.edu

It’s entirely understandable for parents of children with dyslexia to feel overwhelmed, discouraged, fearful, or anxious upon receiving the diagnosis. While dyslexia is a lifelong condition, children can and will learn to read with the right interventions and support from their schools, teachers, and parents.

Dyslexia is a specific reading disability and does not reflect a child's intelligence, creativity, or ability to contribute to the world. Many influential and accomplished individuals have significantly impacted society with their dyslexia. Below is a list of some highly recognized achievers.

*Steven Spielberg, diagnosed at age 60

*Carol Greider, 2009 Nobel Pirze in Physiology or Medicine

*David Boies, considered one of the greatest trial lawyers alive today

*Charles Schwab, a man who revolutionized the financial services business

*Ari Emanuel, a prominent power player in Hollywood

*Delos M. Cosgrove, a renowned cardiac surgeon in the field of heart valve repair making cardiac procedures safer and more effective

*Patricia Polacco, a beloved children’s author

*Richard Branson, British business man, entrepreneur, investor…and a pioneer in sending civilians to space!

*Other famous dyslexics include…Whoopi Goldberg, Albert Einstein, Tom Cruise, Cher, Leonardo Da Vinci, Pablo Picasso, Jay Leno, Walt Disney, John Lennon, Muhammad Ali, Magic Johnson, Alexander Graham Bell!