Dyslexia

Five school-age childrenDyslexia affects one in five people in the U.S. and is defined by the International Dyslexia Association as, “a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling.”

Despite typical classroom phonics instruction and despite having adequate intellectual abilities, many children and adults struggle to read and spell accurately because of a difference in the processing of language by the brain.

Generally it is hereditary with variations in how it may appear in other family members. Grandma may have struggled with spelling but been an average reader. Dad may have trouble with right and left and remembering travel directions.  An uncle or cousin may have dropped out of school as a poor student.

The child could have dyslexia ranging from severe to mild in severity.

In addition to reading and spelling, some dyslexics have difficulty with:

  • ​writing compositions
  • handwriting
  • word retrieval
  • math facts
  • directional issues like telling time, tying shoes, navigating frequently traveled route, etc.

Dyslexic students and adults can be successful in their studies and can reach their goals when they are given the tools they need.

Signs of Dyslexia

Frequently there is a family member who had difficulty in school with reading, dropped out of school, and has similar symptoms. Dyslexia affects 10-20% of the population. If someone you know experiences three or more of these symptoms, encourage them to learn more about dyslexia.

Preschool Years

  • Late learning to talk
  • Mispronounced speech
  • Difficulty learning nursery rhymes, songs, & alphabet
  • Difficulty learning letters in his/her own name
  • Difficulty with right and left
  • Delayed hand dominance-right-handed/left-handed
  • Difficulty with word retrieval, names

Elementary Years

  • Difficulty understanding that words can be broken into sounds
  • Difficulty associating letters with sounds
  • Letter or number reversals later than 2nd grade
  • Inability to read common one syllable words-mat, hop, lid
  • Complaints from child about how hard reading is for them
  • Difficulty reading common sight words (they, with, does)
  • Difficulty with or inability to sound out unknown words
  • Guesses at words based on pictures, context, word’s first letter
  • Substitutes words while reading (pony for horse)
  • Many spelling mistakes
  • Word retrieval issues-uses “stuff” or “thing” for lots of items
  • Difficulty telling time from a clock with hands
  • Delayed response to oral questions-needs more time to summon response
  • Frequent pausing or losing their place when verbally relaying information
  • Difficulty remembering address or phone number
  • Difficulty learning sequenced information (days of week, months of year)
  • Poor handwriting
  • Difficulty learning math facts

Upper Grades & Adults
In addition to the above listed symptoms:

  • Mispronounces names, place names, etc
  • Dislikes reading; embarrassed or refuses to read aloud
  • Slow laborious reading
  • Unusually long hours spent reading school materials
  • Difficulty with writing-putting ideas on paper, proof-reading, spelling
  • Difficulty with foreign language or reading music
  • Dislikes school; may want to drop out
  • Poor grades