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What is dyslexia?

“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.”

Adopted by the IDA Board of Directors, Nov. 12, 2002. This Definition is also used by the National Institute of Child Health and Human Development (NICHD). Many state education codes, including New Jersey, Ohio and Utah, have adopted this definition. Learn more about how consensus was reached on this definition: Definition Consensus Project.

Who is at risk?

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One of the largest risk factors is a family history of dyslexia.  In addition there are many other early indicators that a child may be at risk including:

Late talker (2.5+) when receptive language is normal

Significant speech/language delays

Chronic ear infections

Difficulty learning to tie shoes

Directionality confusion (right/left) 

Difficulty telling time

Mixed hand dominance/lack of hand dominance by 4 years

What challenges are associated with dyslexia?

Difficulties experienced by people with dyslexia may include the following:

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Learning to speak

Learning letters and sounds

Learning letter-sound correspondence

Learning nursery rhymes, shapes and colors

Learning and remembering the alphabet

Learning names of letters, letters in own name

Reversals of letters/numbers through 2nd grade

Organizing written and spoken language

Persistent mixing of sounds in multi-syllabic words

Slow, choppy inaccurate reading - guesses

Reading quickly enough to comprehend

Comprehending longer reading assignments

Spelling

Learning a foreign language

Correctly doing math operations

Difficulty with math – memorization

Memorizing number facts

May not enjoy looking at or following print when books are read aloud

Messy room/backpack

Dreads going to school

Why are speech-language pathologists involved in reading problems?

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The American Speech-Language-Hearing Association’s (ASHA) position statement (2001) on literacy states that speech-language pathologists play a critical role in the development of literacy for children and adolescents with communication disorders.  Research tells us that children with speech and language deficits are four to five times more likely to have reading problems than children without speech and language disorders (R.Lyon).  Language disorders are typically diagnosed before learning disabilities and often affect the child's academic performance. Once academic struggles with reading and writing arise, a learning disability label may be used, even though the underlying issue is a language disorder (Sun & Wallach, 2014).  Many of the children   currently on speech/language caseloads are at great risk for difficulties with learning to read and write. Therefore, as speech pathologists, we have an important role in helping to increase future reading success in children by incorporating literacy training into our practice.  SLP’s have a unique knowledge about language subsystems (i.e., phonology, morphology, syntax, semantics, and pragmatics).  SLP’s also provide knowledge in spoken language which is the foundation for reading and writing development. Spoken and written language have a reciprocal relationship, adding another layer of support from the SLP.

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According to the American Speech-Language-Hearing Association’s position statement (2001) the role of the SLP can fall in to one or more of the following areas:

• Prevention – incorporate instruction of core literacy skills into therapy

• Assessment

• Identification– of those at risk

• Intervention – make goals for treatment

• Documentation – taking data and reporting outcomes

• Education – share knowledge with other professionals and parents

• Research

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What type of reading instruction is scientifically based and effective?

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Effective reading instruction uses:

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Simultaneous Multisensory Teaching

        (VAKT=Visual Auditory Kinesthetic Tactile)

Systematic and Cumulative Curriculum

Direct Instruction (Explicit)

Synthetic and Analytic Instruction

Diagnostic Teaching

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and teaches the following:

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Phonology and Phonological Awareness

Sound-Symbol Association

Syllable Instruction

Morphology

Syntax

Semantics

Where can I learn more?

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Additional resources:

International Dyslexia Association:  www.eida.org

Kansas/Missouri branch of the

International Dyslexia Association:  http://ksmo.dyslexiaida.org/

Kansas State Department of Education KSDE Dyslexia Resources

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

Five minute video, “What is Dyslexia?” may be helpful for children, parents, and teachers to view and understand how the dyslexic brain reads.  It can be found at https://www.youtube.com/watch?v=zafiGBrFkRM 

An HBO documentary (2012) “The Big Picture: Rethinking Dyslexia” may be helpful.  It includes personal stories from students of all ages with dyslexia, their parents, successful adults with dyslexia, experts currently researching dyslexia.