Dyslexia

15-20% of the population has a language-based learning disability. Of the students with specific learning disabilities receiving special education services, 70-80% have deficits in reading. Dyslexia is the most common cause of reading, writing and spelling difficulties. Dyslexia affects males and females nearly equally as well as, people from different ethnic and socio-economic backgrounds nearly equally. Dyslexia affects 20 percent of the population and represents 80–90 percent of all those with learning disabilities. It is the most common of all neuro-cognitive disorders.

Yes. Most children and adults with dyslexia can learn to read—but with more effort than their peers. If children who have dyslexia receive effective phonological awareness and phonics training in Kindergarten and 1st grade, they will have significantly fewer problems in learning to read at grade level than do children who are not identified or helped until 3rd grade. It is never too late for individuals with dyslexia to learn to read, process, and express information more efficiently. Research shows that programs utilizing Structured Literacy instructional techniques can help children and adults learn to read.

The causes for dyslexia are neurobiological and genetic. Individuals inherit the genetic links for dyslexia. Chances are that a child’s parents, grandparents, aunts, or uncles has dyslexia. Dyslexia is not a disease. With proper diagnosis, appropriate instruction, hard work, and support from family, teachers, friends, and others, individuals who have dyslexia can succeed in school and later as working adults.

Dyslexia can’t be “cured”—it is lifelong. But with early screening, early diagnosis, early evidence-based reading intervention and appropriate accommodations, dyslexic individuals can become highly successful students and adults.

This is unfortunately a myth that seems to have nine lives. Many young children reverse letters when learning to write, regardless of whether or not they have dyslexia. In fact, most children with dyslexia do not reverse letters.

Many dyslexic students perform very well in school. These students are usually highly motivated and work extremely hard. In many cases, they were identified early and received evidence-based interventions and accommodations, such as extra time on tests, which allow them to demonstrate their knowledge. Dyslexic students have completed rigorous programs at highly selective colleges, graduate and professional schools.

You may begin with sharing concerns about your child’s learning with a physician and the classroom teacher. Other personnel may be involved to obtain additional information about the student to help determine next steps.