Dyslexia is a common 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 sounds in language. These challenges are often unexpected in relation to other cognitive abilities. With appropriate support, individuals with dyslexia can achieve success in academics and in life.
This guide provides an overview of effective, non-drug-based methods for supporting individuals with dyslexia, tailored to different age groups. The focus is on approaches that are well-established in the United States, emphasizing structured, systematic, and multisensory learning.
Successful approaches for dyslexia are built on a foundation of key principles. These methods are most effective when they are:
Explicit and Direct: Concepts are taught directly and clearly, with continuous interaction and feedback. It is not assumed that learners will pick up on language patterns on their own.
Systematic and Cumulative: Instruction follows a logical order, starting with the most basic concepts and gradually moving to more complex ones. Each new skill builds upon previously learned material.
Multisensory: Learning engages multiple senses simultaneously, such as sight, hearing, touch, and movement. This helps to create stronger, more lasting connections in the brain. For example, a learner might see a letter, say its sound, and trace its shape in sand.
Individualized: The pace and focus of instruction are tailored to the specific needs of the learner, based on ongoing assessment.
One of the most well-regarded approaches that embodies these principles is the Orton-Gillingham approach. This method provides a structured, sequential, and multisensory way to teach reading, writing, and spelling. Many effective reading programs are based on Orton-Gillingham principles. Structured Literacy is a broader term that encompasses these evidence-based methods of instruction.
The application of these principles evolves as an individual progresses through different stages of life.
Early identification of potential risk factors for dyslexia is crucial, as intervention can be highly effective at this age. The focus is on building a strong foundation in the building blocks of language and literacy.
Phonological Awareness: This is the ability to recognize and play with the sounds in spoken language. Activities include rhyming games, clapping out syllables in words, and identifying the first sound in a word.
Letter-Sound Knowledge: Multisensory techniques can make learning the connections between letters and sounds more concrete. This might involve tracing letters made of sandpaper while saying the sound, forming letters with clay, or "air writing" the letters.
Oral Language Development: Engaging children in rich conversations, storytelling, and reading books aloud helps to build vocabulary and comprehension skills, which are essential for later reading success.
During these years, reading and writing demands increase significantly. Structured and explicit instruction is vital for students with dyslexia to keep pace with their peers.
Systematic Phonics: Instruction continues to be explicit and systematic, moving from basic letter-sound correspondences to more complex spelling patterns and rules.
Decoding and Encoding: Students are taught to break down words into their individual sounds to read them (decoding) and to put sounds together to spell words (encoding).
Morphology: As students progress, they can be taught to understand the meaningful parts of words, such as prefixes, suffixes, and root words. This can significantly aid in both decoding and comprehension.
Fluency and Comprehension: Repeated reading of familiar texts can help build reading speed and accuracy. Explicit instruction in comprehension strategies, such as summarizing and asking questions while reading, is also beneficial.
Introduction to Assistive Technology: Students may begin to learn how to use tools like text-to-speech software, which reads digital text aloud, and speech-to-text software for writing.
The focus for older students shifts towards more independent learning and the use of strategies and accommodations to manage a heavier workload.
Executive Function Support: Many individuals with dyslexia also experience challenges with executive functions, which include skills like organization, time management, and planning. Explicit instruction in these areas is crucial. Strategies may include using planners, breaking down large assignments into smaller steps, and using visual aids.
Assistive Technology: The use of assistive technology becomes even more important at this stage. Text-to-speech software can help with large reading assignments, while speech-to-text and word prediction software can assist with writing.
Self-Advocacy: Teenagers and young adults are encouraged to understand their own learning profile and to advocate for the accommodations they need, such as extended time on tests or receiving notes in advance.
Study Skills: Direct instruction in effective study strategies is beneficial. This can include techniques for note-taking that are not solely text-based, such as using diagrams and mind maps, and methods for active reading comprehension.
Adults with dyslexia can thrive in their careers with the right strategies and a supportive environment.
Workplace Accommodations: Reasonable adjustments in the workplace can make a significant difference. These might include the use of assistive technology, receiving instructions both verbally and in writing, and having a quiet workspace to minimize distractions.
Leveraging Strengths: Many individuals with dyslexia have strengths in areas such as creative thinking, problem-solving, and verbal communication. Identifying and utilizing these strengths is key.
Organizational Tools: A variety of digital and non-digital tools can help with organization and time management. This can include digital calendars, task management apps, and visual planning methods like mind mapping.
Continued Learning: For some adults who did not receive effective intervention earlier in life, programs based on Orton-Gillingham principles that are designed for adults can be beneficial for improving foundational reading and spelling skills.
It is important to be aware of methods that are not supported by scientific evidence for treating the underlying challenges of dyslexia. These include:
Vision Therapies: Difficulties with reading are not caused by vision problems, but rather by how the brain processes language. Therefore, eye exercises and colored lenses or overlays are not considered effective interventions for dyslexia.
Specialized Fonts: While some individuals may have a personal preference for certain fonts, there is no strong evidence to suggest that specialized "dyslexia-friendly" fonts significantly improve reading for people with dyslexia.
Certain Exercise-Based Programs: Programs that claim to "rewire" the brain through specific physical exercises have not been shown to be effective for improving reading skills.
The most effective approaches are those that directly target the language-based challenges of dyslexia through structured, systematic, and explicit instruction. By understanding the nature of dyslexia and implementing evidence-based strategies, individuals of all ages can develop the skills and confidence to succeed.
