DYSLEXIA DEFINED
Simply put, dyslexia actually means, “difficulty with language.” People with dyslexia experience greater-than-average difficulty with learning to read, write and spell.
The official definition of dyslexia, adopted by the International Dyslexia Association, 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 the growth of vocabulary and background knowledge.”
Some important points in the above definition: Dyslexia originates because of differences in the brain. It is NOT related to intelligence and it often may be indicated when a person has normal or even gifted intelligence and the provision of good classroom instruction (including phonics). If additional reading help and “trying everything,” does not yield significant improvement, consider the possibility of dyslexia and the need for research-based intervention (see below) that has been proven to work.
What is Orton-Gillingham?
Dr. Samuel Orton (1879-1948) was a neuro-psychiatrist who first determined that the condition we term dyslexia is genetic and could be treated via the right educational interventions. His findings and approach have been validated through much subsequent research.
Anna Gillingham (1878-1963) was an educator and master of the English language. She assisted Dr. Orton by developing instructional materials based on his findings.
Orton-Gillingham instruction is not a program, but a teaching approach. It is multi-sensory, using a student’s visual, auditory and kinesthetic pathways simultaneously, to help overcome visual and auditory processing difficulties and strengthen memory of taught material. It is structured, sequential and cumulative. Steps are taught logically, moving from simple to complex, with much practice and review. It is cognitive, as students learn why and how they learn best. All rules and sounds are directly and explicitly taught and learned to mastery. It is also individualized and throughout each lesson, we diagnose (make note of areas of need) and use that to prescribe further practice, or determine success.
SYMPTOMS
KEEP IN MIND THAT NO TWO PEOPLE WITH DYSLEXIA ARE ALIKE.
BE ON THE LOOK OUT FOR 3 OR MORE OF THE FOLLOWING WARNING SIGNS.
In Preschool
• delayed speech
• mixing up the sounds and syllables in long words
• chronic ear infections
• stuttering
• constant confusion of left versus right
• late establishing a dominant hand
• difficulty learning to tie shoes
• trouble memorizing their address, phone number, or the alphabet
• can’t create words that rhyme
• a close relative with dyslexia
In Elementary School
• dysgraphia (slow, non-automatic handwriting that is difficult to read)
• letter or number reversals continuing past the end of first grade
• extreme difficulty learning cursive
• slow, choppy, inaccurate reading: - guesses based on shape or context - skips or misreads prepositions (at, to, of) - ignores suffixes - can’t sound out unknown words
• terrible spelling
• often can’t remember sight words (they, were, does) or homonyms (their, they’re, and there)
• difficulty telling time with a clock with hands
• trouble with math - memorizing multiplication tables - memorizing a sequence of steps - directionality
• when speaking, difficulty finding the correct word - lots of “whatyamacallits” and “thingies” - common sayings come out slightly twisted
• extremely messy bedroom, backpack, and desk
• dreads going to school - complains of stomach aches or headaches - may have nightmares about school
In High School All of the above symptoms plus:
• limited vocabulary
• extremely poor written expression - large discrepancy between verbal skills and written compositions
• unable to master a foreign language
• difficulty reading printed music
• poor grades in many classes
• may drop out of high school
In Adults Education history similar to above, plus:
• slow reader
• may have to read a page 2 or 3 times to understand it
• terrible speller
• difficulty putting thoughts onto paper - dreads writing memos or letters • still has difficulty with right versus left
• often gets lost, even in a familiar city
• sometimes confuses b and d, especially when tired or sick
These warning signs reprinted with prior written permission from Susan Barton, Founder of Bright Solutions for Dyslexia