An Integrative Approach to Dyslexia
What is Dyslexia?
Specific Learning Disorder with an impairment in reading is characterized by challenges in: word reading accuracy, reading rate or fluency, and/or reading comprehension.
Specific Learning Disorder with an impairment in written expression is characterized by challenges in: spelling accuracy, grammar and punctuation accuracy, and clarity or organization of written expression.
Specific Learning Disorder with an impairment in math is characterized by challenges in: number sense, memorization of math facts, accurate or fluent calculation, and/or accurate math reasoning.
As stated in the DSM-5 TR, "Dyslexia is an alternative term used to refer to a pattern of learning difficulties characterized by problems with accurate or fluent word recognition, poor decoding, and poor spelling abilities."
The current International Dyslexia Association (IDA) definition for dyslexia is as follows:
Dyslexia is 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 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).
Facts About Dyslexia
- About 15-20% of the population (about 1 in 5 students) has a language-based learning disability. Dyslexia is the most common of the language-based learning disabilities.
- Only about 1 in 10 children with dyslexia will be identified by schools as having a reading disability. Most children with dyslexia will go undiagnosed.
- People with Dyslexia often struggle with phonemic awareness, which is the ability to hear and manipulate sounds within a one syllable word. It is an essential pre-reading skill and is necessary before phonic instruction begins. This is why some children are behind on day 1 of Kindergarten.
- Dyslexia is a genetic, inherited disorder. It is not caused by lack of student motivation, poor teaching, poor parenting, or visual problems.
- Dyslexia is a neurobiological condition in which the “wiring” of the neuro-pathways in the brain are structured and work differently than people without reading difficulties. Researchers using fMRIs can actually see the differences in the way language is processed in the brains of people with dyslexia and therefore classify dyslexia as a language processing disorder.
- Dyslexia affects people all over the world of different races, socio-economic backgrounds, and educational levels.
- Dyslexia is found in both boys and girls in similar numbers although boys are four times more likely to be referred for evaluation.
- Early identification and intervention is crucial to preventing reading problems. Research shows that with appropriate early intervention, children can overcome many of their language difficulties and increase their reading skills to at least an average level.
- Dyslexia is not a developmental lag that will eventually go away. Waiting to intervene does not benefit a child. In fact, research shows that remediation is increasingly more difficult as a person gets older and instruction needs to be more intensive to overcome the deficits from years of reading failure. It is never too late to get help with dyslexia, but earlier is always better.
- Children can be reliably screened for phonemic awareness and pre-reading skills as early as 4 and 5 years old. Full assessments can begin at the age of 6.
Learn More
Many dyslexic people are gifted in areas that are controlled by the right hemisphere of the brain, such as art, music, and athletics.
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