Dyslexia is a learning difference that primarily affects the skills involved in accurate and fluent word reading and spelling.
It is neurobiological in origin and is characterized by difficulties with phonological processing, which is the ability to recognize and manipulate the sound structure of spoken language.
Contrary to some misconceptions, dyslexia is not a sign of low intelligence. Individuals with dyslexia often have average to above-average intelligence and can be highly creative and successful in various fields. The challenges they face are specific to language processing.
Common Characteristics:
The signs of dyslexia can vary by age, but some common characteristics include:
Preschool: Difficulty with rhyming, learning the alphabet, and recognizing letters in their own name. They may also be late talkers and have trouble pronouncing words correctly.
Elementary School: Significant trouble learning to read and spell, confusing letters like 'b' and 'd', and difficulty sounding out words. They may read slowly and with great effort, often guessing at words.
Middle and High School: Continued challenges with reading fluency and comprehension, difficulty with written expression, and problems learning a foreign language. They may also struggle with organization and time management.
Adults: Similar challenges to those in adolescence, often with a history of academic struggles. They may read slowly, have persistent spelling difficulties, and avoid tasks that require extensive reading.
It is crucial to understand that dyslexia exists on a spectrum, and the severity of its impact can differ from person to person. Early identification and intervention are key to helping individuals with dyslexia develop the skills they need to succeed academically and in life.
There is no "cure" for dyslexia, but a range of evidence-based interventions can significantly improve reading and spelling abilities. The most effective approaches are structured, systematic, and explicit. In the United States, several internationally recognized methods are widely used.
Structured Literacy is an umbrella term for a comprehensive approach to reading instruction that is explicit, systematic, and cumulative. It is considered the most effective approach for individuals with dyslexia. This method emphasizes the structure of language, including:
Phonology: The study of speech sounds. Phonemic awareness, the ability to identify and manipulate individual sounds in words, is a core component.
Sound-Symbol Association (Phonics): Teaching the relationship between letters and sounds in a direct and systematic way.
Syllable Instruction: Teaching the different types of syllables and how they affect pronunciation.
Morphology: The study of the meaningful parts of words, such as prefixes, suffixes, and roots.
Syntax: The rules that govern sentence structure.
Semantics: The meaning of words and sentences.
Structured Literacy instruction is diagnostic and responsive, meaning the teacher continuously assesses the student's progress and adapts the instruction accordingly.
The Orton-Gillingham (O-G) approach is a highly structured and sequential method that has been a cornerstone of dyslexia intervention for decades. It is a direct, explicit, multisensory, and diagnostic-prescriptive way to teach literacy. The O-G approach is individualized to meet the specific needs of each student. Key principles of the Orton-Gillingham approach include:
Systematic and Cumulative: Instruction follows a logical order, starting with the simplest concepts and progressing to more complex ones. Each new skill builds upon previously learned material.
Explicit Instruction: All concepts are taught directly and clearly, with continuous student-teacher interaction.
Diagnostic and Prescriptive: The instructor continuously monitors the student's progress to identify areas of difficulty and tailor future lessons.
A key component of many effective dyslexia interventions is the use of multisensory techniques. This approach engages multiple senses simultaneously—visual, auditory, and kinesthetic-tactile (touch and movement)—to enhance learning and memory. By creating multiple pathways for information to be stored in the brain, multisensory instruction helps to solidify learning.
Examples of multisensory techniques include:
Sand or Shaving Cream Writing: Students trace letters in sand or shaving cream while saying the corresponding sound.
Air Writing: Using large arm movements to write letters in the air helps to create a muscle memory for letter formation.
Word Building with Letter Tiles: Manipulating tiles to build words provides a hands-on way to understand word structure.
Several specific programs based on the principles of Structured Literacy and the Orton-Gillingham approach are widely used and respected in the United States. These include:
The Wilson Reading System®: An intensive Tier 3 intervention program for students in grades 2-12 and adults with language-based learning disabilities. It is a structured literacy program based on Orton-Gillingham principles and is designed for students who have not made sufficient progress with other interventions.
The Barton Reading & Spelling System®: An Orton-Gillingham influenced program designed for one-on-one tutoring for children, teenagers, and adults. It is known for its explicit and systematic approach, teaching the rules of reading and spelling to take the guesswork out of literacy.
Other Orton-Gillingham based programs: Many other effective programs have been developed based on the O-G approach.
It is important to note that the effectiveness of any program depends heavily on the skill and training of the instructor.
Several key factors contribute to the success of dyslexia interventions:
Early Identification and Intervention: Research consistently shows that the earlier an intervention begins, the more effective it is. Interventions in kindergarten and first grade can significantly improve reading outcomes.
Intensity and Duration: Interventions need to be provided with sufficient intensity and for a sustained period. This often means small group or one-on-one instruction several times a week.
Qualified Instructors: The person providing the intervention should be well-trained in the specific program or approach being used.
Systematic and Cumulative Instruction: A logical and sequential progression of skills is essential for building a strong foundation.
Explicit and Direct Instruction: Concepts should be taught directly and clearly, not left for the student to infer.
Diagnostic and Responsive Teaching: The instructor must continuously monitor the student's progress and adjust the instruction to meet their individual needs.
Building Self-Esteem: Students with dyslexia often experience frustration and low self-esteem. A supportive and encouraging learning environment is crucial for their overall success.
While the core principles of effective intervention remain the same, the focus and application may differ across age groups.
Early Childhood (Preschool and Kindergarten): The focus is on building a strong foundation in phonological awareness. This includes activities like rhyming, identifying sounds in words, and learning letter-sound correspondence in a playful, multisensory way.
Elementary School: This is a critical period for direct, systematic phonics instruction. Interventions should be intensive and focus on developing accurate and fluent decoding skills. Continued work on phonemic awareness and the introduction of morphology are also important.
Middle and High School: While foundational skills are still addressed if needed, the focus may shift to more advanced reading and writing strategies. This can include instruction in morphology to understand complex words, strategies for reading comprehension of academic texts, and the use of assistive technology.
Adults: Interventions for adults often focus on similar strategies as for adolescents, with an emphasis on practical application in the workplace and daily life. Assistive technology can be particularly helpful for adults in managing reading and writing demands.
In conclusion, while dyslexia presents lifelong challenges, with appropriate and timely intervention, individuals can develop the skills to become successful readers and writers. Understanding the nature of dyslexia, implementing evidence-based, structured, and multisensory instructional methods, and considering the key factors for success across all age groups can make a profound difference in the lives of individuals with this learning difference.
