Utah Branch of the IDA




	What is dyslexia? Dyslexia is one of several distinct learning disabilities. It is a specific language-based disorder of constitutional origin characterized by difficulties in single word decoding, usually reflecting insufficient phonological processing abilities. These difficulties in single word decoding are often unexpected in relation to age and other cognitive and academic abilities; they are not the result of generalized developmental disability or sensory impairment. Dyslexia is manifest by variable difficulty with different forms of language, often including, in addition to problems reading, a conspicuous problem with acquiring proficiency in writing and spelling. (The Definition of Dyslexia as adopted by the Research Committee of IDA, May 11, 1994 and by the National Institutes of Health, 1994.) Studies show that individuals with dyslexia process information in a different area of the brain than do non-dyslexics. Many people who are dyslexic are of average to above average intelligence. 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 may experience difficulties in other language skills such as spelling, writing, and speaking. Dyslexia is a lifelong status, 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. Back 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, people with dyslexia have been found to have problems with discriminating sounds within a word, a key factor in their reading difficulties. Dyslexia is not due to either lack of intelligence or a desire to learn; with appropriate teaching methods dyslexics can learn successfully. Back How widespread is dyslexia? Current studies suggest that 15-20% of the population has a reading disability. Of those, 85% has dyslexia. Dyslexia occurs in people of all backgrounds and intellectual levels. 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. People who are very bright can be dyslexic. They are often 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. Back 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 approaches of the remediation. The most common effects are problems with reading, spelling, and writing. Some dyslexics do not have much difficulty with early reading and spelling tasks but do experience great 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. 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. Back How is dyslexia diagnosed? A formal evaluation is needed to discover if a person is dyslexic. The evaluation assesses intellectual ability, information processing, psycho-linguistic processing, and academic skills. It is used to determine whether or not a student is reading at the expected level, and takes into account the individual's family background and overall school performance. The testing can be conducted by trained school or outside specialists. Back What are the signs of dyslexia? The difficulties noted below are often associated with dyslexia if they are unexpected for the individual's age, educational level, or cognitive abilities. The problems displayed by individuals with dyslexia involve difficulties in acquiring and using language -- reading and writing letters in the wrong order is just one manifestation of dyslexia and does not occur in all cases. Other problems experienced by dyslexics may include the following but not all students who have difficulties with these skills are dyslexic. Formal testing by a qualified diagnostician is the only way to confirm a diagnosis of suspected dyslexia. Common Signs of Dyslexia: Pre-School Children May talk later than most children. May have difficulty pronouncing words, i.e., "busgetti" for "spaghetti", "mawn lower" for "lawn mower". May be slow to add new vocabulary words. May be unable to recall the right word. May have difficulty with rhyming. May have trouble learning the alphabet, numbers, days of the week, colors, shapes, how to spell and write his or her name. May be unable to follow multi-step directions or routines. Fine motor skills may develop more slowly than in other children. May have difficulty telling and/or retelling a story in the correct sequence. Often has difficulty separating sounds in words and blending sounds to make words. Common Signs of Dyslexia: K to 4th Graders May be slow to learn the connection between letters and sounds. Has difficulty decoding single words (reading single words in isolation). Has difficulty spelling phonetically. Makes consistent reading and spelling errors such as: Letter reversals - "d" for "b" as in: "dog" for "bog" Word reversals - "tip" for "pit" Inversions - "m" for "w," "u" for "n" Transpositions - "felt" for "left" Substitutions - "house" for "home" May confuse small words - "at" for "to," "said" for "and," "does" for "goes." Relies on guessing and context. May have difficulty learning new vocabulary. May transpose number sequences and confuse arithmetic signs (+ - x / =). May have trouble remembering facts. May be slow to learn new skills; relies heavily on memorizing without understanding. May have difficulty planning, organizing and managing time, materials and tasks. Often uses an awkward pencil grip (fist, thumb hooked over fingers, etc.). May have poor "fine motor" coordination. Sources: Common Signs of Dyslexia: 5th to 8th Graders Is usually reading below grade level. May reverse letter sequences - "soiled" for "solid," "left" for "felt." May be slow to discern and to learn prefixes, suffixes, root words, and other reading and spelling strategies. May have difficulty spelling; spells same word differently on the same page. May avoid reading aloud. May have trouble with word problems in math. May write with difficulty with illegible handwriting; pencil grip is awkward, fist-like or tight. May avoid writing. May have difficulty with written composition. May have slow or poor recall of facts. May have difficulty with comprehension. May have trouble with non-literal language (idioms, jokes, proverbs, slang). May have difficulty with planning, organizing and managing time, materials and tasks. Common Signs of Dyslexia: High School and College Students May read very slowly with many inaccuracies. Continues to spell incorrectly, frequently spells the same word differently in a single piece of writing. May avoid reading and writing tasks. May have trouble summarizing and outlining. May have trouble answering open-ended questions on tests. May have difficulty learning a foreign language. May have poor memory skills. May work slowly. May pay too little attention to details or focus too much on them. May misread information. May have an inadequate vocabulary. May have an inadequate store of knowledge from previous reading. May have difficulty with planning, organizing and managing time, materials and tasks. Sources: Basic Facts about Dyslexia: What Every Layperson Ought to Know - © Copyright 1993, 2nd ed. 1998. The International Dyslexia Association, Baltimore, MD. Learning Disabilities: Information, Strategies, Resources - © Copyright 2000. Coordinated Campaign for Learning Disabilities, a collaboration of leading U.S. non-profit learning disabilities organizations. Used with permission. Page name: common-sign-preschool-children.html Back How is dyslexia treated? Dyslexia is a life-long condition. With proper help people with dyslexia can learn to read and/or write well. Early identification and treatment is the key to helping dyslexics achieve in school and in life. Most people with dyslexia need help from a teacher, tutor, or therapist specially trained in using a multisensory, structured language approach. It is important for these individuals to be taught by a method that involves several senses (hearing, seeing, touching) at the same time. Many individuals with dyslexia need one-on-one help so that they can move forward at their own pace. For students with dyslexia, it is helpful if their outside academic therapists work closely with classroom teachers. Schools can implement academic modifications to help dyslexic students succeed. For example, a student with dyslexia can be given extra time to complete tasks, or help with taking notes, and/or appropriate work assignments. Teachers can give taped tests or allow dyslexic students to use alternative means of assessment. Students can benefit from listening to books-on-tape and from writing on computers. Students may also need help with emotional issues that sometimes arise as a consequence of difficulties in school. Mental health specialists can help students cope with their struggles. Back What are the rights of a dyslexic person? The Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act of 1973, and the Americans with Disabilities Act (ADA) define the rights of students with dyslexia and other specific learning disabilities. These individuals are legally entitled to special services to help them overcome and accommodate their learning problems. Such services include education programs designed to meet the needs of these students. The Acts also protect people with dyslexia against unfair and illegal discrimination. © Copyright 2000, The International Dyslexia Association (IDA). IDA encourages the reproduction and distribution of this fact sheet. If portions of the text are cited, appropriate reference must be made. Fact sheets may not be reprinted for the purpose of resale. Back What are some Utah statistics relating to dyslexia? Click here to open The Cost of Dyslexia in Utah