Multisensory Reading Clinic

 

What is Dyslexia?

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Dyslexia, from Greek and Latin, means: dys = difficulty, lex = words, ia = abnormal condition. Therefore, it means difficulties with words, involving expression, organization, reading, writing, and spelling.

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A child may be considered dyslexic if his achievement in spoken language, reading, spelling, penmanship, and other associated language skills falls below his age level, physical condition, and conventional educational opportunities—an excerpt from Dr. Samuel Orton's explanation (1925, 1928, 1937).

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It 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 in 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 (Lyon, Shaywitz, & Shaywitz, 2003, p. 2).

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A more detailed explanation:

• A specific learning disability is an impairment of learning ability that may affect one or more academic areas but not others, and that exists in spite of adequate intelligence and opportunity to learn. For example, a person may be good at math or mechanical problem-solving but poor at reading. A specific learning disability is also defined in special education laws and policies, often in different ways by different states (United States).

• Neurobiological in origin means that a person’s reading, language, or writing problems arise from factors within that individual that have a basis in “wired-in” aptitudes for language learning and reading. However, the person’s environment and life experiences also determine how well he learns.

• Accurate and fluent word recognition is the person’s ability to read single printed words accurately and quickly, and to read aloud with sufficient speed to support understanding.

• Spelling and decoding abilities refer to the person’s ability to spell accurately and to read unknown words by using phonics or letter-sound correspondences, and by recognizing syllable patterns and other chunks of longer words.

• A deficit in the phonological component of language is difficulty pronouncing, remembering, or thinking about the individual speech sounds that make up words.

• That is often unexpected means that, in spite of typical classroom instruction, adequate intelligence, and opportunity to learn, the person with dyslexia struggles with reading and/or writing more than other students at the same grade or ability level.

 

Secondary consequences mean that students with dyslexia who cannot or do not read very much, and who are not “wired” to learn language easily, often have related problems such as learning the meaning of words and comprehending academic language as they progress through the grades.

 

Who is dyslexic?

• 10 to 15% of American men and women (no record of accurate Canadian data).

• Some may have severe problems in several areas: reading, spelling, remembering, listening, and sequencing.

• Occurs among all groups of the population, from young children to adults.

• Not related to race, age, or income.

• Some may have gone undiagnosed.

• Some are highly intelligent, and with proper remediation, many may go on to become successful in their careers.

 

What causes dyslexia?

• Results from differences within the organization of the brain.

• People are born with this condition, and it tends to run in families.

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If we suspect dyslexia, what should we do?

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Find someone who can provide appropriate help:

• Who can test oral and written, expressive and receptive language skills in oral reading, spelling, vocabulary, comprehension, handwriting, and composition.

• Parents should expect that the diagnosis will be followed by a report that includes recommendations for an appropriate plan.

 

What can be done about dyslexia?

The good news is that with proper remediation, appropriate teaching approaches to learning how to read, and hard work, individuals with dyslexia can lead successful and productive lives. Parents should look for someone knowledgeable about and sympathetic to learning differences—a professional who will work with the student to ensure that their child’s program helps them reach their maximum potential.

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Additional Source: Basic Facts About Dyslexia by Wilkins, A., & Garside, A.