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What is Dyslexia (Specific Language Disability)? Specific Language Disability children are those with average to superior intelligence whose achievement in language skills – reading, penmanship, spelling, oral, and/or written expression - is not commensurate with their intelligence, in spite of educational opportunities, socio-economic background, and even the desire to learn. They are not mentally deficient, brain damaged, or emotionally disturbed; nor do they have learning disabilities per se. Their difficulties are specific to language skills and are in no way global in nature. They are responsive to multi-sensory instruction taught by trained teachers. Their learning depends upon the degree of the disability, when instruction begins, native intelligence, and the skill of the teachers. (Beth H. Slingerland)As defined by The International Dyslexia Association, 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. (adopted by the Board of Directors on November 12, 2002) Dyslexia Basics (An excerpt from Fact Sheet #62, The International Dyslexia Association, August 2007)What is Dyslexia? Dyslexia is a language-based learning disability. Dyslexia refers to a cluster of symptoms, which result in people having difficulties with specific language skills, particularly reading. Students with dyslexia usually experience difficulties in other language skills, such as spelling, writing, and pronouncing words. Dyslexia affects individuals throughout their lives; however, its impact can change at different stages in a person's life. It is referred to as a learning disability because dyslexia can make it very difficult for a student to succeed academically in the typical instructional environment, and in its more severe forms, will qualify for a student for special education, special accommodations, or extra support services. What Causes Dyslexia? The exact causes of dyslexia are still not completely clear, but anatomical and brain imagery studies show differences in the way the brain of a dyslexic person develops and functions. Moreover, most people with dyslexia have been found to have problems with identifying the separate speech sounds within a word and/or learning how letters represent those sounds, a key factor in their reading difficulties. Dyslexia is not due to either lack of intelligence or desire to learn; with appropriate teaching methods, dyslexics can learn successfully. How Widespread is Dyslexia?
About 13-14% of the school population nationwide has a handicapping condition that qualifies them for special education. Current studies indicate that one half of all the students who qualify for special education are classified as having a learning disability (LD) (6-7%). About 85% of those LD students have a primary learning disability in reading and language processing. Nevertheless, many more people - perhaps as many at 15-20% of the population as a whole - hae some of the symptoms of dyslexia, including slow or inaccurate reading, poor spelling, poor writing, or mixing up similar words. Not all of these will qualify for special education, but they are likely to struggle with many aspects of academic learning and are likely to benefit from systematic, explicit instruction in reading, writing, and language.
Dyslexia occurs in people of all backgrounds and intellectual levels. People who are very bright can be dyslexic. They are often capable or even gifted in areas that do not require strong language skills, such as art, computer science, design, drama, electronics, math, mechanics, music, physics, sales, and sports.
In addition, dyslexia runs in families; dyslexic parents are very likely to have children who are dyslexic. Some people are identified as dyslexic early in their lives, but for others, their dyslexia goes unidentified until they get older. What are the Effects of Dyslexia? The impact that dyslexia has is different for each person and depends on the severity of the condition and the effectiveness of insstruction or remediation. The core difficulty is with word recognition and reading fluency, spelling, and writing. Some dyslexics manage to learn early reading and spelling tasks, especially with excellent instruction, but later experience their most debilitating problems when more complex language skills are required, such as grammar, understanding textbook material, and writing essays. People with dyslexia can also have problems with spoken language, even after they have been exposed to good language models in their homes and good language instruction in school. They may find it difficult to express themselves clearly, or to fully comprehend what others mean when they speak. Such language problems are often difficult to recognize, but they can lead to major problems in school, in the workplace, and in relating to other people. The effects of dyslexia reach well beyond the classroom. Dyslexia can also affect a person's self-image. Students with dyslexia often end up feeling "dumb" and less capable than they actually are. After experiencing a great deal of stress due to academic problems, a student may become discouraged about continuing in school. Factoids Dyslexia affects at least 1 out of every 5 children in the United States.Dyslexia represents the most common and prevalent of all known learning disabilities. Dyslexia is the most researched of all learning disabilities. Dyslexia affects as many boys as girls. Dyslexia is the leading cause for reading difficulty and school dropouts in our nation. Reading difficulty is the most commonly shared characteristic of juvenile justice offenders. Early intervention is essential for this population. Dyslexia is identifiable, with 92% accuracy, at ages 5 1/2 to 6 1/2. Reading difficulty caused by dyslexia is highly preventable through direct, explicit instruction in phonemic awareness. Children do not outgrow reading difficulty or dyslexia. Of children who display reading problems in the first grade, 74% will be poor readers in the ninth grade and into adulthood unless they receive informed and explicit instruction on phonemic awareness. Children do not mature out of their reading difficulties. Dyslexia and ADD so frequently co-exist within the same child that it is always best to test for both. Excerpt from Dyslexia Awareness & Resource Center newsletter, The Vision and the Task, Volume 3, Issue 2 Dyslexia and Related Disorders
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