Understanding Dyslexia: Raising Awareness and Building Support

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October is Dyslexia Awareness Month! In honor of this, let’s start by debunking a common myth. Did you know that dyslexia does not involve seeing letters backward? And, it exists on a continuum of mild to moderate to severe and affects people differently? Every individual’s journey with dyslexia is unique. 

We need to create a culture of understanding and empathy so that all of our students have access to the help and support they deserve, allowing them to thrive at school and in life. With the right instruction and encouragement, dyslexic individuals can learn to read and write, and accomplish many other great things! (Keep reading for inspiring examples!)

What is Dyslexia?

According to the International Dyslexia Association (IDA), “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.”

It’s important to remember that, although dyslexia affects language processing and decoding, it does not define intelligence, creativity or desire to learn. Dyslexic students can also be gifted – Twice Exceptional (2e). While dyslexia may present certain challenges, it also may nurture a wealth of untapped potential and exceptional abilities that far exceed one’s “weakness.” Hey, Albert Einstein had dyslexia too!

According to the IDA, the wiring in the brains of dyslexic people is different, and many people believe that this causes them to see problems in unique ways that lead to innovation and success. Martial Arts World Champion and author, Scott Sonnon says, “I didn’t succeed despite my dyslexia, but because of it. It wasn’t my deficit, but my advantage.”

DYSLEXIA IN NUMBERS

Did you know that 1 in 5 people are affected by dyslexia? That’s 20% of the population! When you apply this statistic to the educational setting, it implies that:

• In a class of 25 students, it’s likely that 5 of them may have dyslexia
• In a grade with 100 students, 20 of those young minds may have dyslexia
• In a school with 500 students, the numbers are even more staggering: potentially 100 students may have dyslexia

A school’s approach to literacy cannot neglect 20% of the population! This striking statistic reinforces the importance of a structured literacy approach for all students. 

Additionally, it is important to remember that dyslexia can have comorbidities, having more than one condition at the same time. Some common dyslexia comorbidities include:

• ADHD: up to 4 in 10 people with dyslexia
• Anxiety: up to 29%
• Impaired balance: up to half of children, 1 in 5 adults with dyslexia
• Dyspraxia: up to 85%
• Dysgraphia: not clear
• Dyscalculia
• Oppositional Defiant Disorder: 17%
• 2e Dyslexia and Gifted: up to 1 in 20 school-age children
• Amusia (tone deafness)

Signs of Dyslexia

In “Overcoming Dyslexia,” authors Dr. Sally Shaywitz and Dr. Jonathan Shaywitz, identify what signs of dyslexia may look like across the lifespan (See pages 142-145). 

In the preschool years, signs include: 

• Struggling to learn popular nursery rhymes like “Jack and Jill”
• Difficulty learning or recalling the names of letters and numbers
• Trouble recognizing the letters in their own name
• Frequently mispronouncing familiar words
• Continuing to use “baby talk” beyond the typical age
• Difficulty identifying rhyming patterns (e.g., cat, bat, rat)
• A family history of reading or spelling challenges, as dyslexia tends to be hereditary

In kindergarten and first grade, signs include: 

• Difficulty grasping that words can be broken into parts (e.g., understanding that “backpack” can be separated into “back” and “pack” or that “back” can be sounded out as /b/-/a/-/k/)
• Trouble connecting letters to their corresponding sounds (e.g., not recognizing that the letter “b” makes the /b/ sound)
• Making reading mistakes that are unrelated to the letters’ sounds (e.g., reading “pig” as “horse”)
• Struggles to read common one-syllable words or sound out simple words like “cap,” “get,” “pin,” or “hot”
• Complaining that reading is difficult or trying to avoid reading time altogether
• A family history of reading difficulties in parents or siblings

From second grade through high school, speaking-related signs include:

• Struggling to pronounce long, unfamiliar, or complex words
• Mixing up or leaving out parts of words (e.g., “aluminum” might come out as “amulium”)
• Hesitant or disjointed speech, with frequent pauses, filler words like “um,” or difficulty speaking fluently
• Relying on vague language, like saying “stuff” or “things,” instead of using the specific name of an object
• Difficulty finding the right word, often confusing similar-sounding words (e.g., saying “tornado” instead of “volcano” or “lotion” instead of “ocean”)
• Taking longer to respond when asked a question, needing extra time to gather thoughts
• Difficulty with rote memory or recalling isolated verbal information, such as dates, names, or phone numbers
• Remembering overall concepts more easily than individual facts

From second grade through high school, reading-related signs include:

• Progress in developing reading skills is noticeably slow
• Lacks a clear approach or strategy to read unfamiliar words
• Struggles with sounding out new words and may make wild guesses instead
• Difficulty consistently sounding out words in a systematic way
• Has trouble reading small function words like “that,” “am,” or “in”
• Stumbles over multisyllabic words or doesn’t fully sound out the word
• Often skips parts of words while reading
• Struggles to decode individual parts of a word (e.g., reading “convertible” as “conible”)
• A strong fear or avoidance of reading out loud
• Oral reading is filled with substitutions, omissions, and mispronunciations
• Reading aloud sounds choppy and labored, lacking fluency
• Lacks inflection while reading aloud, as if reading a foreign language
• Understands words better in context than when reading them as isolated single words
• Performs poorly on multiple-choice tests
• Has difficulty finishing tests within the time limit
• Substitutes simpler words for more complex ones they can’t pronounce (e.g., saying “car” instead of “automobile”)
• Spelling is significantly impaired, with words that don’t resemble their correct spelling and are sometimes missed by spell-check
• Has difficulty with math word problems
• Reading is slow and exhausting
• Homework feels never-ending, with parents often helping by reading aloud
• Handwriting is messy, despite good keyboarding skills
• Extreme difficulty in learning foreign languages
• Can only read words they’ve memorized
• Avoids reading for pleasure, even avoiding short sentences
• Reading accuracy improves over time, but fluency remains a struggle and reading remains slow and effortful
• Lower self-esteem, with emotional struggles that may not be outwardly visible
• Family history of reading, spelling, or foreign language difficulties

Identifying Dyslexia Early

Early screening and identification are vital. The sooner dyslexia is identified, the sooner we can provide support to help rewire their brains for reading and writing. If you are concerned about dyslexia, consider seeking a consultation from a specialist. The IDA provides self-assessment tools for preschoolers, school-age children and adults, as well as searchable provider directories.

One of the earliest signs of dyslexia might be a speech delay. However, once a child starts talking, the key indicators listed above can help identify dyslexia at any age and stage. 

Structured literacy & early intervention can make a significant difference in children’s reading skills. Additionally, understanding that dyslexia operates on a spectrum is crucial for teachers and educators because it helps allow for personalized interventions and support for each learner’s needs.

Supporting Students with Dyslexia

Structured literacy is an evidence-based approach to teaching reading and writing that is considered highly effective for individuals with dyslexia, as well as other struggling readers. It is rooted in the science of reading and focuses on teaching oral and written language systematically and explicitly. 

Structured literacy provides systematic and explicit instruction in phonology, phonics, morphology, syntax and semantics – the fundamental components of language. This approach breaks down these components into manageable units and teaches them in a logical and structured sequence.

Structured literacy teaches phonics systematically, ensuring that students understand the relationships between letters and sounds. It equips students with decoding skills to read words accurately and fluently.

It places a strong emphasis on phonological awareness, helping students develop the ability to recognize and manipulate the sounds of language. Phonological awareness is often a significant challenge for individuals with dyslexia.

This approach often incorporates multisensory techniques, such as using visual, auditory and kinesthetic methods to reinforce learning. Multisensory instruction can benefit students with dyslexia, as it strengthens memory associations. 

Structured literacy is also diagnostic. It allows for ongoing assessment and individualized instruction. Teachers can assess a student’s progress and tailor instruction to address specific areas of difficulty, ensuring that each student receives the support they need.

Under the umbrella of structured literacy, the Orton Gillingham approach with multisensory learning has been one of the most common ways to support students with dyslexia, but it isn’t the only way.

Ultimately, by providing a clear and structured framework for learning to read and write, structured literacy helps build the confidence of individuals with dyslexia. Success in reading and writing can boost self-esteem and motivation. Who can argue with that?

Brain Science and Structured Literacy

If we dig into some brain science, we’ll remember that the brain is split into left and right hemispheres. Stereotypically, we often hear that the left side is more logical and the right side is more creative. The left side of the brain does handle calculations (like that logical math aspect), but it also handles reading and writing. The right side of the brain is more visual and processes images more than words.

Interestingly, research has shown that individuals with dyslexia often exhibit increased activity in the right hemisphere of the brain during reading tasks. Functional magnetic resonance imaging (fMRI) studies have consistently revealed heightened right hemisphere engagement, particularly in regions associated with visual processing and spatial awareness, when individuals with dyslexia are faced with reading activities. 

This neurological pattern suggests a compensatory mechanism, where the brain attempts to supplement the challenges posed by dyslexia by utilizing alternative neural pathways for language processing, such as whole-word memorization, which we know is an inefficient way to read. 

The good news is that a structured literacy approach can literally rewire the brain. We can create pathways that bridge the gap between speech sounds and visual input, allowing for a comprehensive understanding of words and their meanings. 

Accommodations

Accommodations can be key in helping dyslexic students reach their potential. According to the IDA, there are four basic types of accommodations: presentation, response, setting and timing/scheduling. Accommodations for dyslexic students might include:

Presentation accommodations for instruction:

• Verbal instructions
• Repetition of instructions
• Text/instructions in audio format
• Larger print
• Fewer items per page
• Visual prompts of cues (ex: arrow pointing on page, highlighted text)
• Alternative answer sheet
• Information in songs or poems (ex: facts, definitions)

Presentation accommodations for assessment:

• Calculator
• Speech-to-text software
• Text-to-speech software
• Electronic dictionary
• Spelling checker
• Grammar check

Response accommodations:

• Marking answers in a test book instead of a separate answer sheet
• Dictating to scribe or recording oral responses on an audio recorder
• Recording oral responses on Livescribe pen
• Pointing to response choices
• Typing responses

Setting accommodations:

• Individual or small group
• Reduce visual and/or auditory distractions (ex: separate desk or location within the classroom – “private office”)
• Distraction-free setting (separate room)
• Alternative furniture arrangement (ex: facing frontèteacher for whole group lessons versus block of tables for small group work.)

Timing/Scheduling accommodations:

• Flexible scheduling (ex: several sessions versus one)
• Extended time 
• Allowing for more frequent breaks (as appropriate)
• Changing the order of tasks or subtests

Schools are required by law to provide reasonable accommodations to students with dyslexia to ensure equal access to education. Some laws governing this include:

• The Individuals with Disabilities Act (IDEA) – a federal law that ensures students with disabilities, including dyslexia, receive a free appropriate public education (FAPE)
• The Americans with Disabilities Act (ADA) – a federal law that prohibits discrimination on the basis of disability in various aspects of public life, including education
• Section 504 of the Rehabilitation Act – prohibits discrimination against individuals with disabilities in any program or activity that receives federal funding
  

Final Thoughts

Becoming educated on dyslexia and raising awareness can make a big impact in the lives of dyslexic students. Additionally, early screening and identification are crucial to getting students the help they deserve. Remember, dyslexic students can rewire their brains to read and write with the help of structured literacy. 

Having dyslexia can present challenges, but there is much hope for the future of all learners. To wrap up, let’s look at some famous people with dyslexia that have gone on to do great things:

Woodrow Wilson (former president of the United States), Dav Pilkey (author and illustrator), Jennifer Aniston (actress and producer), Robin Williams (comedian and actor), Cher (singer, actress, and TV personality), Pablo Picasson (artist), Magic Johnson (NBA basketball player and entrepreneur), Muhammad Ali (professional boxer), Anderson Cooper (broadcast journalist and political commentator) and Steve Jobs (businessman, inventor and investor best known for co-founding Apple, Inc.) 

In fact, 35% of U.S. company founders identified themselves as dyslexic.

Let’s celebrate the strengths that can flourish within individuals with dyslexia, so that every learner is encouraged to shine in their own remarkable way. 

Related Links:

Nessy’s Free eBook: Dyslexia Explained
All About Dyslexia – Snippets by Sarah
Dyslexia: Myths & Misconceptions – Snippets by Sarah
Knowing the Hidden Impacts of Dyslexia – The Dyslexia Classroom
Why Do We Talk About Language and Dyslexia – The Dyslexia Classroom
The Top 10 Things We’ve Learned About Dyslexia So Far – The Literacy Nes
What Teachers Should Know About Dyslexia – The Measured Mom