All About...Dyslexia
- Kristine Ackerman
- Jun 16
- 3 min read
A life-long specific learning disability that affects 12-20% of th
e population regardless of gender, race/ethnicity, or socioeconomic status.
Dyslexia is a specific learning disability that is neurobiological in origin. It is the result of a deficit in the brain that processes phonological components of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede the growth of vocabulary and background knowledge. People with dyslexia have normal intelligence and usually have normal vision.
Dyslexia stems from differences in parts of the brain that process language. Imaging scans (fMRIs) in people with dyslexia show that areas of the brain that should be active when a person reads don't work properly. There are three areas activated in the left hemisphere of a non-dyslexic reader while reading, but in those with dyslexia, only one area of the brain is being stimulated (Broca’s Area – near the left temple area - processes articulation and helps us connect sounds to letters).
CHARACTERISTICS:
Difficulties with accurate and/or fluent word recognition
Poor spelling abilities
Poor decoding abilities
May impact reading comprehension
May impede growth of vocabulary
May impede growth of background knowledge
IMPORTANT INFORMATION TO KNOW: A child diagnosed with Dyslexia is protected under the Individuals with Disabilities Education Improvement Act (IDEA) and federal special education law with regards to their education. The diagnosis should be used in a public-school eligibility determination for special education services and when creating an Individualized Education Program (IEP). Qualifications for eligibility fall under the IDEA category of Specific Learning Disabilities. An IEP represents a legal document that will hold your child’s school accountable for the delivery of accommodations and possible modifications to curriculum in an effort to support the legal right of a Free and Appropriate Public Education (FAPE), to which your child is entitled. The IEP process can be lengthy, so be sure to organize materials and plan time to attend these important meetings at your child’s public school.
ACADEMIC SUPPORT:
Your child’s school will use an evidence-based program for helping dyslexic readers learn to read using a systematic, structured multimodal, multi-sensory approach. Find out what program your school or after-school tutoring service uses. Examples of research-based programs implementing the systematic, multimodal, multi-sensory approach method include Orton-Gillingham Method, Barton Reading, Wilson Reading, and Lindamood Bell.
AT HOME SUPPORT:
Dyslexia can affect more than one's ability to read, spell, and write. Many times, because of the fact of not being able to do these things, one's self-esteem can be compromised resulting in anxiety, depression, and in behaviors such as anger, frustration, and avoidance. These behaviors not only challenge your child, but impact everyone (family, siblings, friends) around them. Figure out your child’s strengths and interests and foster them to help your child develop their potential and find alternative areas to find success in their life.
Teach your child self-advocacy skills. It will build confidence, self-awareness, and success. Sit down with your child and talk about how their brain learns. Questions you can ask your child include one or more of the following questions.
How do you think your dyslexia affects you in all the areas of your life?
How do you think you learn the best?
Are there any strategies that seem to help you?
What do you know about your IEP/504?
Are you familiar with your goals and accommodations?
Do you know where to go for learning support?
Do you know your legal rights?
RESOURCES:
Get assistive technology for your child (audible resources, etc.)
Get consistent, specialized reading tutoring after school
Contact a child psychologist or therapist to help your child with self-esteem, motivation, and coping strategies
Be an advocate for your child
Communicate with your child's teachers about how to help your child with academic progress
Be patient, resilient, and understanding when your child appears stressed or anxious doing homework.
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