What is Dyslexia?
Dyslexia is a type of specific learning disability. Students with dyslexia may have difficulty with several skills including oral language, reading, spelling and writing.
Dyslexia is neurological 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 the growth of vocabulary and background knowledge." (NE Technical Assistance Document)
Dyslexia is neurological 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 the growth of vocabulary and background knowledge." (NE Technical Assistance Document)
What are the warning signs for dyslexia?
In Kindergarten through third grade, students work to develop the following reading skills: print awareness, recognition of letter shapes and names, knowing that spoken words come apart into small sounds, know that sounds are represented by letters, blending sounds together, developing automaticity and fluency, and finally, developing comprehension strategies. The signs of reading difficulty can occur at any of these steps, as each reader develops these skills at their own individual rates.
Early signs of dyslexia include: heredity (familial problems with reading), late talking, difficulty learning and recognizing rhyme, pronunciation problems, difficulty finding the right word in speech, and difficulty learning letters. Students with dyslexia may experience deficits in the area of spoken language as well, which includes expressive (the ability to communicate meaningfully through the use of oral language) and receptive language (the ability to listen and derive meaning and appropriate interpretation from that which is spoken).
As students with dyslexia mature, problems may arise in their production of written work. Lack of logical and sequential progression in written work, erratic structure, irregular and inappropriate use of punctuation, poor grammar and sentence structure, irregular spelling errors, jumbled thoughts even at the sentence level, and redundancies and repetitions for lack of expanded vocabulary and concept are also signs of dyslexia.
In the older grades, students with dyslexia may have difficulty with sight words, reading aloud, avoidance of reading for pleasure, have difficulty understanding concepts and relationships, may omit entire syllables as well as making single sound errors when spelling words, may have difficulty with reading comprehension and learning new information from text due to underlying word recognition problems, and may use fewer complicated/descriptive words in writing because of the spelling challenge larger words present (i.e., uses “big” rather than “enormous,” uses “bad” rather than “horrible,” etc.).
Early intervention is critical to the success of a student with dyslexia. Assessments of phonemic awareness; letter knowledge and speed of naming; and sound-symbol association can be completed as early as kindergarten. Success, or lack thereof, in these specific skill areas often predicts reading ability in the first and second grades.
Early signs of dyslexia include: heredity (familial problems with reading), late talking, difficulty learning and recognizing rhyme, pronunciation problems, difficulty finding the right word in speech, and difficulty learning letters. Students with dyslexia may experience deficits in the area of spoken language as well, which includes expressive (the ability to communicate meaningfully through the use of oral language) and receptive language (the ability to listen and derive meaning and appropriate interpretation from that which is spoken).
As students with dyslexia mature, problems may arise in their production of written work. Lack of logical and sequential progression in written work, erratic structure, irregular and inappropriate use of punctuation, poor grammar and sentence structure, irregular spelling errors, jumbled thoughts even at the sentence level, and redundancies and repetitions for lack of expanded vocabulary and concept are also signs of dyslexia.
In the older grades, students with dyslexia may have difficulty with sight words, reading aloud, avoidance of reading for pleasure, have difficulty understanding concepts and relationships, may omit entire syllables as well as making single sound errors when spelling words, may have difficulty with reading comprehension and learning new information from text due to underlying word recognition problems, and may use fewer complicated/descriptive words in writing because of the spelling challenge larger words present (i.e., uses “big” rather than “enormous,” uses “bad” rather than “horrible,” etc.).
Early intervention is critical to the success of a student with dyslexia. Assessments of phonemic awareness; letter knowledge and speed of naming; and sound-symbol association can be completed as early as kindergarten. Success, or lack thereof, in these specific skill areas often predicts reading ability in the first and second grades.
My child writes letters/numbers backwards. Is this a sign of dylsexia?
Writing letters and words backwards may occur in any child prior to 2nd grade or the age of eight or nine. Dyslexia does not cause children to see letters, numbers, and words backwards or inverted. However, some children with dyslexia may confuse letters, misread words, or have difficulty forming letters as a result of the lack of phonological skills.
Are all students screened for dyslexia?
All public school systems in Nebraska have a system in place to monitor the development of reading skills. Benchmarks and MAP testing are monitored several times per school year for students in the elementary and middle school grades. A lack of progress on benchmarks is often a warning sign of difficulties in the development of reading skills, and usually warrants intervention.
What are good interventions for students at risk for dyslexia?
Evidence-based practices identified by the Nebraska Department of Education for the development of reading skills include:
1. Provide direct instruction in decoding and comprehension. Balance direct instruction, guided instruction, and independent learning.
2. Integrate a comprehensive word study/phonics program into reading/writing instruction.
3. Structure sufficient time for reading instruction in the classroom.
4. Work with students in small groups while others read and write about what they have read.
5. Use assessment techniques that inform instructional decision-making.
6. Teach reading for authentic purposes - literacy development, reading for information, reading to perform a task or activity, reading for pleasure.
7. Incorporate high-quality literature.
8. Use multiple texts and programs that link and expand instructional concepts.
9. Balance discussions on learning objectives – teacher-led and student-led.
10.Build a reading community within the classroom that emphasizes important concepts and builds skills and background knowledge.
While there is no one reading intervention that works for all students, all reading interventions should have some of the same characteristics. Interventions to address reading deficits should include: direct and explicit instruction, be grounded in theoretical framework, be standards based, address the five components of the reading process, be language-based, code-based, intensive, multi-modal, personalized, sequenced, scaffolded, and monitored regularly for progress.
1. Provide direct instruction in decoding and comprehension. Balance direct instruction, guided instruction, and independent learning.
2. Integrate a comprehensive word study/phonics program into reading/writing instruction.
3. Structure sufficient time for reading instruction in the classroom.
4. Work with students in small groups while others read and write about what they have read.
5. Use assessment techniques that inform instructional decision-making.
6. Teach reading for authentic purposes - literacy development, reading for information, reading to perform a task or activity, reading for pleasure.
7. Incorporate high-quality literature.
8. Use multiple texts and programs that link and expand instructional concepts.
9. Balance discussions on learning objectives – teacher-led and student-led.
10.Build a reading community within the classroom that emphasizes important concepts and builds skills and background knowledge.
While there is no one reading intervention that works for all students, all reading interventions should have some of the same characteristics. Interventions to address reading deficits should include: direct and explicit instruction, be grounded in theoretical framework, be standards based, address the five components of the reading process, be language-based, code-based, intensive, multi-modal, personalized, sequenced, scaffolded, and monitored regularly for progress.
Is there a test to determine if my child has dyslexia?
There is no single test for dyslexia. A comprehensive evaluation must be administered to support the conclusion of dyslexia. Areas of assessment, determined by the multidisciplinary team, may include phonological processing, oral language, alphabet knowledge, decoding, word recognition, reading fluency, reading comprehension, spelling, written expression, and cognitive functioning.
Isn't dyslexia a medical condition? Do I have to go to my doctor for a diagnosis?
Though dyslexia is a medical condition, it becomes an educational issue when it significantly impacts the student’s achievement. The school multidisciplinary team determines what tests and assessments are necessary to complete a thorough evaluation. Evaluation may include medical professionals as part of the multidisciplinary assessment process, but the majority of assessments and tests are administered by educators who are trained in and knowledgeable of the instruments and procedures for identifying characteristics of dyslexia. To be eligible for special education services under the Individuals with Disabilities Education Act (IDEA), multidisciplinary team findings must demonstrate that the disability of dyslexia has a significant impact on student performance.
If my child has dyslexia, will they receive special education?
Not necessarily. Dyslexia affects students to varying degrees. In order to qualify for special education services, a student must exhibit significant deficits in reading ability that affect their ability to make adequate academic progress under Nebraska Special Education law (Rule 51). Some students who have dyslexia do not require special education services in order to make adequate progress in their educational coursework. These students generally have enough compensatory skills to continue in the general education setting, even though they may have a diagnosis of dyslexia from an outside agency/professional.
Where do I go with my concerns?
If you have concerns for your child's reading progress/possible dyslexia, talk with his or her teacher. They can let you know what they are seeing in the classroom, how your child's reading development compares to other children the same age, and what steps they can take to address any deficits in reading skills. Sometimes, the appropriate next step is a referral to the school's pre-referral intervention team. Sometimes, an intervention for special education might be warranted. You can also contact your School Psychologist for assistance!
