Understanding Dyslexia

Reading requires our brains to connect letters to sounds, place the sounds in the correct order, combine the words into sentences, then paragraphs, and read with speed, accuracy, and prosody, all while comprehending what we are reading in the text. (Whew! That can be tiring and taxing!)

The International Dyslexia Association defines dyslexia as the following:

“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 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 “

Dyslexia is NOT a reflection of intelligence; in fact, many with dyslexia are gifted, creative, and have made fascinating contributions to our world in every study area!

Dyslexia is a life-long condition, and with appropriate school and parental support, proper screening, diagnosis, and early and ongoing intervention, children CAN lead a highly successful and happy life!

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 of dyslexia is that a typical reader can make these brain connections like cruising down a clear highway with great speed and little effort. A person with dyslexia is driving a car in manual drive, going an alternative route, through rugged terrain, up hills and mountains, along bumpy roads, trying to arrive at the same destination. It is just that they take a more complicated route.

Parents, caregivers, and teachers can learn to recognize the early signs of at-risk children.

In regards to diagnosis for school-aged children, dyslexia is a clinical diagnosis, based on clinical judgment, made by an experienced clinician or educational psychologist, in which a child’s history and symptoms, learning profile, cognitive and achievement abilities may indicate an unexpected difficulty in reading. Standardized test scores or simply reading below grade level is not the only indicator; an overall and complete clinical assessment considers a child’s history, observation, speaking, and reading aloud, combined with school performance and testing results.

There is no single test score that makes a diagnosis of dyslexia. The diagnosis is a thoughtful synthesis of all the clinical data available. One of the most important indications of an evaluation is how accurately the child can decode words.

Specific testing may examine a child’s reading of actual single words, pseudo words (made-up words), fluency, spelling, cognitive ability, reading comprehension, and vocabulary. With all of this information, a clinician can synthesize this information to determine a dyslexia diagnosis.

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 be a weakness in reading, but a sea of strengths accompany a person with this condition.

Slow reading has nothing to do with intelligence, verbal comprehension, and vocabulary knowledge. Gifted students have dyslexia; most are highly creative and intelligent and exhibit many other strengths, including empathy, stellar problem-solving skills, critical thinking, reasoning, concept formation, comprehension, and general knowledge.

A supportive school and effective teacher can support, recognize, and focus on these strengths to improve a child's self-confidence, improve their reading ability, and give them a clear focus and path with strategic intervention for a 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 for children with dyslexia is best. Students must receive evidence-based therapy with a focus on the child’s strengths. Dyslexia therapists or Certified Academic Language Therapists with proper training in reading and appropriate interventions are highly recommended alongside engagement in frequent and intense therapy sessions. To learn more about the qualifications of an Academic Language Therapist, click here.

Systematic and explicit teaching is beneficial for students struggling with dyslexia. A practical approach is a heavy focus on phonemic awareness, phonics, fluency, vocabulary, and comprehension. The teacher quality, parent support, and instruction created with students’ interests and strengths will yield great results.

Parental support for a dyslexic child is critical. A parent's advocacy within the school system, outsourcing specific interventions, and supporting the child at home with various reading activities will significantly impact the child's progress and self-esteem.

The reading instruction provided by the school and private therapy teachers should be transparent with short and long-term goals for improving reading.

There are a plethora of helpful resources to support parents and children. It is essential to remember that consistent practice with a child utilizing the best evidence-based intervention practice is highly effective. Taking the time to read aloud with each child each day, among other language and literacy activities, will not only strengthen the bond between a parent and child, but this participation allows parents to assist in strengthening the reading weaknesses.

Upon a family's commitment to Rainbow Reading services, parents will receive helpful and practical tips to engage with each child in the home setting.

Parents can visit these websites to learn more about Dyslexia and ways to support their child:

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

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

Understandably, parents of children with dyslexia may feel overwhelmed, discouraged, fearful, and anxious upon hearing the diagnosis. Though dyslexia is a life-long condition, a child can and will be able to read with appropriate intervention and support from the school setting, teachers, and parents.

Dyslexia is only an unexpected reading disability; it is NOT a reflection of a child’s intelligence, creativity, or hindrance to what he or she can contribute to this world! Many influential, famous individuals contributed significantly to our world because of their dyslexia diagnosis. View the list below of some highly recognized, great 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!