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“Dyslexia is not writing backwards. It's really a difficulty in the phonological component of language, and that means children have difficulty with the sounds in words." That there is a lot more than flipping m and w's in writing.
(2019, Jennifer Gonzalez)

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Difficulty with the phonemes or the sounds in the language is really a marker for being at-risk.
(2019, Jennifer Gonzalez)

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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.

(2017, IDA)

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The degree of difficulty a child with dyslexia has with reading, spelling, and/or speaking varies from person to person.
(2017, IDA)

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Due to inherited differences in brain development, as well as the type of teaching the person receives. The brain is normal, often very “intelligent,” but with strengths in areas other than the language area.
(2017, IDA)

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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.
(2017, IDA)

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Dyslexia is generally defined as a disorder that involves difficulty learning to read associated with specific problems in word identification. It often runs in families and does not affect general intelligence. Although estimates vary, approximately 15 percent to 20 percent of the population will experience difficulties related to dyslexia.
(Pamela Hook)

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Dyslexia is a specific learning disability that is neurobiological in origin.
(Pamela Hook)

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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.
(Pamela Hook)

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An inherited condition that makes it extremely difficult to read, write, and spell in your native language - despite at least average intelligence.
(2015, Dyslexia Buddy Network)

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Affects 1 out of 5 people
(2015, Dyslexia Buddy Network)

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Underestimating the prevalence of dyslexia can result in students not getting the kind of early intervention that could make a big difference. Teachers may dismiss reading and writing difficulties as attention problems or the student not being developmentally ready for certain tasks, so the diagnosis is missed or delayed.
(2019, Jennifer Gonzalez)

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If non-special ed teachers know the markers that may indicate dyslexia in a child, we may be quicker to refer them for testing.
(2019, Jennifer Gonzalez)

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Interventions in first and second grade made twice as much of an impact as those delivered in third grade.
(2019, Jennifer Gonzalez)

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The difficulty with processing sounds can manifest itself in a lot of different ways. Just a few that you might see in the classroom are struggles with the following types of tasks:

Identifying the first sound in a word

Blending sounds into words or segmenting words into sounds

Pronouncing multisyllabic words like “specific”

Rhyming

Rote memory tasks like remembering songs or the days of the week

Correctly repeating words back to you after you say them

Not representing all sounds in a word when spelling it

(2019, Jennifer Gonzalez)

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General problems experienced by people with dyslexia include the following:

Learning to speak

Learning letters and their sounds

Organizing written and spoken language

Memorizing number facts

Reading quickly enough to comprehend

Keeping up with and comprehending longer reading assignments

Spelling

Learning a foreign language

Correctly doing math operations

(2017, IDA)

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Some specific signs for elementary aged children may include:

1. Difficulty with remembering simple sequences

2. Difficulty understanding the rhyming of words

3. Trouble recognizing words that begin with the same sound

4. Pronunciation difficulties

5. Trouble easily clapping hands to the rhythm of a song

6. Difficulty with word retrieval

7. Trouble remembering names of places and people

8. Difficulty remembering spoken directions

(2017, IDA)

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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.
(2017, IDA)

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Depression

They tend to have negative thoughts about themselves, that is, a negative self- image.

They tend to view the world negatively. They are less likely to enjoy the positive experiences in life.

The depressed child with dyslexia not only experiences great pain in his present experiences, but also foresees a life of continuing failure.

(2017, IDA)

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Students may have difficulty with:

Recognizing and producing rhymes, resulting in reduced interest in nursery rhymes

Remembering rote, non-meaningful information such as letter names (also phone number and address)

(Pamela Hook)

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Students may have difficulty with:

Segmenting words into individual sounds and blending sounds to form words

Learning the relationships between sound and letters

Confusing letters that sound similar

Confusing letters that look similar

Omitting grammatical endings in reading and/or writing

Learning basic sight vocabulary

Remembering spelling words over time and applying spelling rules

(Pamela Hook)

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Students may have difficulty with:

Reading and spelling multisyllabic words, often leaving out entire syllables as well as single sounds

Recognizing meaningful word parts related to structure

Mixing up common sight words

Understanding and learning new information from text because of underlying word recognition difficulties

Taking notes in class

Learning across the subject matter areas

Slow rate of reading related to word recognition and fluency requiring extended time on tasks involving reading and writing

Spelling and written composition

(Pamela Hook)

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Older students and adults may have difficulty with:

Word recognition, fluency and rate affecting the ability to analyze text and need for extended time

Taking notes, spelling and written composition

Learning a foreign language

(Pamela Hook)

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Can vary from mild to severe and affect spoken language, written language, and language comprehension.
(2015, Dyslexia Buddy Network)

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For students with dyslexia to be successful, they need a lot more practice with skills that other students only need to be exposed to a few times.
(2019, Jennifer Gonzalez)

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Students with dyslexia can learn more quickly if instruction is delivered using more than one sense simultaneously.
(2019, Jennifer Gonzalez)

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Any games or songs that incorporate rhyming, repetition, and matching syllables to rhythms can give students with dyslexia extra practice with these skills.
(2019, Jennifer Gonzalez)

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Support systems for the child

Listening to children’s feelings. Anxiety, anger and depression can be daily companions for children with dyslexia.

Rewarding effort, not just “the product.” For students with dyslexia, grades should be less important than progress.

When confronting unacceptable behavior, do not inadvertently discourage the child with dyslexia.

Helping students set realistic goals for themselves.

(2017, IDA)

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Clarify or simplify written directions: Some directions are written in paragraph form and contain many units of information. These can be overwhelming to some students. The teacher can help by underlining or highlighting the significant parts of the directions. Rewriting the directions is often helpful.
(2017, IDA)

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Present a small amount of work: The teacher can tear pages from workbooks and materials to present small assignments to students who are anxious about the amount of work to be done. This technique prevents students from examining an entire workbook, text, or material and becoming discouraged by the amount of work.
(2017, IDA)

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Block out extraneous stimuli: If a student is easily distracted by visual stimuli on a full worksheet or page, a blank sheet of paper can be used to cover sections of the page not being worked on at the time. Also, line markers can be used to aid reading, and windows can be used to display individual math problems. Additionally, using larger font sizes and increasing spacing can help separate sections.

(2017, IDA)

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Highlight essential information: If an adolescent can read a regular textbook but has difficulty finding the essential information, the teacher can mark this information with a highlight pen.
(2017, IDA)

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Use a placeholder in consumable material: In consumable materials in which students progress sequentially (such as workbooks), the student can make a diagonal cut across the lower right-hand corner of the pages as they are completed. With all the completed pages cut, the student and teacher can readily locate the next page that needs to be corrected or completed.

(2017, IDA)

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Provide additional practice activities: Some materials do not provide enough practice activities for students with learning problems to acquire mastery on selected skills. Teachers then must supplement the material with practice activities. Recommended practice exercises include instructional games, peer teaching activities, self-correcting materials, computer software programs, and additional worksheets.

(2017, IDA)

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Provide a glossary in content areas: Students often benefit from a glossary of content-related terms.
(2017, IDA)

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Develop reading guides: A reading guide helps the reader understand the main ideas and sort out the numerous details related to the main ideas. A reading guide can be developed paragraph-by-paragraph, page-by-page, or section-by-section.

(2017, IDA)

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Use an audio recording device: Directions, stories, and specific lessons can be recorded. The student can replay the tape to clarify understanding of directions or concepts. Also, to improve reading skills, the student can read the printed words silently as they are presented on tape.

(2017, IDA)

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Use of assistive technology: Assistive technology products such as tablets, electronic readers/dictionaries/ spellers, text to speech programs, audio books, and more can be very useful tools.

(2017, IDA)

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Early identification makes a critical difference in achieving success because lack of intervention often leads to loss of self-esteem and anxiety.
(Pamela Hook)

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Interventions appropriate with literacy approaches

Explicit presentation of skills and concepts

Structured and sequential order of presentation

Multimodal stimulation (visual, auditory and tactile/kinesthetic modalities)

Intensive review and practice

(Pamela Hook)

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Require extra time and effort to process language information. And may score significantly higher on tests when given this time or tests orally.
(2015, Dyslexia Buddy Network)

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The international Dyslexia Association estimates that as many as 15-20% of the population as a whole have some symptoms of dyslexia.
(2019, Jennifer Gonzalez)

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Before second grade, it is more important to focus an evaluation on the precursors of reading development. Measures of language skills, phonological awareness, memory, and rapid naming are more suggestive of being at-risk for dyslexia among young children than are measures of word reading, decoding, and spelling.
(2017, IDA)

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(2017, IDA)

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Middle-Schooler Teaches Future Teachers About Dyslexia

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How to Spot Dyslexia, and What to Do Next Podcast by Jennifer Gonzalez

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How to Spot Dyslexia, and What to Do Next Podcast by Jennifer Gonzalez

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https://www.cultofpedagogy.com/spot-dyslexia/
(2019, Jennifer Gonzalez)

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How to Spot Dyslexia, and What to Do Next | Cult of Pedagogy

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Learn the traits that might indicate dyslexia in students and what you can do inside and outside the classroom to better support these students.

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(2017, IDA)

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(Pamela Hook)

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(2015, Dyslexia Buddy Network)

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What I Wish Teachers Knew About Dyslexia

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https://moodle.cord.edu/pluginfile.php/1236295/mod_resource/content/3/Working%20Smarter%2C%20Not%20Harder.pdf

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An evaluation is the process of gathering information to identify the factors contributing to a student’s difficulty with learning to read and spell. First, information is gathered from parents and teachers to understand development and the educational opportunities that have been provided. Then, tests are given to identify strengths and weaknesses that lead to a diagnosis and a tentative road map for intervention. Conclusions and recommendations are developed and reported.
(2017, IDA)

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Phonological awareness is how spoken words consist of sounds. With understanding of phonological awareness it leads to:
- syllable awareness
- onset - rime awareness
- phoneme awareness
Phonological awareness is an overarching, superordinate term referencing to a student's awareness of units of sounds that comprise our spoken language.

Phonics is mapping of letters to sounds and analyzing the structure of how a word is spelled. This is a fundamental component of reading instruction for all children, not just those with reading difficulties. It is the lifeline for those students who do not readily interpret the alphabetic principle, and assists those good readers with improving both their fluency and spelling skills.
- Knowledge of the names of the letters of the alphabet, both accurately and fluently
- Mapping single consonant sounds with their most common letter representations.

Fluency is the ability to gain deep meaning from what you read while using a
limited amount of time.
*Something to consider is students may need fluency work at the subword, word, phrase, or sentence levels as well as practice at connected text levels

Reading comprehension is the ability to understand what you read at a “deep” level.
* Something to consider is oral language and vocabulary development are crucial support skills to reading comprehension. Read-alouds to young children, continuing until they can decode grade-level materials, assist in exposing students to academic language structures.

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These students have obvious trouble learning sound-symbol correspondence, sounding out words, and spelling.
(2023, Reading Rockets)

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(2015, Dyslexia Buddy Network)

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These free videos are a great way to learn about dyslexia.

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Teachers should test for phonemic awareness. Testing example includes; ability to hear and manipulate sounds with one-syllable word in their head.
(2011, Bright Solutions for Dyslexia)

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Teachers should check by; reading out loud, cold call out reading, word lists, having no pictures. These are hard things for students and could indicate dyslexia.
(2011, Bright Solutions for Dyslexia)

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Standardized testing is unfair for students as student's are reading in their head and you cannot identify dyslexia when student's aren't reading out loud.
(2011, Bright Solutions for Dyslexia)

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Ideas that dyslexia is just he mixing up of order of letters within words. Yet, students are creating guessing games in their head based on the shape of each word.
(2011, Bright Solutions for Dyslexia)

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Fran Levin Bowman, Ed.D. & Vincent Culotta, Ph.D., Copyright, 2010, All Rights Reserved

Dyslexia affects 1 in 10 individuals, many of whom remain undiagnosed and receive little or no intervention services.  For some individuals who have never been diagnosed, dyslexia is a hidden disability which may result in underemployment, difficulty navigating academic environments, difficulty on the job, and reduced self-confidence.  Even those who have been diagnosed are likely to struggle with reading or writing in some aspects of their lives.  Dyslexia is a specific reading disorder and does not reflect low intelligence.  There are many bright and creative individuals with dyslexia who never learn to read, write, and/or spell at a level consistent with their intellectual ability. Do you think you may have dyslexia? Please complete the brief 10 question self-assessment tool below.
https://dyslexiaida.org/dyslexia-test/
(2023, IDA)

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Self-Assessment Tool
Fran Levin Bowman, Ed.D. & Vincent Culotta, Ph.D., Copyright, 2010, All Rights Reserved
Dyslexia affects 1 in 10 individuals, many of whom remain undiagnosed and receive little or no intervention services. For some individuals who have never been diagnosed, dyslexia is a hidden disability which may result in underemployment, difficulty navigating academic environments, difficulty on the job, and reduced self-confidence. Even those who have been diagnosed are likely to struggle with reading or writing in some aspects of their lives. Dyslexia is a specific reading disorder and does not reflect low intelligence. There are many bright and creative individuals with dyslexia who never learn to read, write, and/or spell at a level consistent with their intellectual ability. Do you think you may have dyslexia? Please complete the brief 10 question self-assessment tool below.

Dyslexia Self-Assessment for Adults

If you checked seven or more of these questions, this may indicate dyslexia. Consider seeking consultation from a specialist or a formal diagnostic assessment from a qualified examiner.

Click here for additional self-assessment tools specific to preschoolers, school-age children, and adults.

To find a potential resource in your area click here to search from a list of providers.

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Do I Have Dyslexia? - International Dyslexia Association

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Yet another 10-15 percent of poor readers appear to decode words better than they can comprehend the meanings of passages. These poor readers are distinguished from dyslexic poor readers because they can read words accurately and quickly and they can spell. Their problems are caused by disorders of social reasoning, abstract verbal reasoning, or language comprehension.
(2023, Reading Rockets)

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About 30 percent of all children with dyslexia also have attention deficit hyperactivity disorder (ADHD).
(2023, Reading Rockets)

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Prompt, appropriate intervention for any ongoing difficulties, such as language or hearing problems in the preschool years

A comprehensive, high-quality program of early reading instruction

Close monitoring for any signs of reading difficulties in the early grades so that these difficulties may be addressed as quickly as possible

(Reading Rockets)

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they reside in low-income families and live in poor neighborhoods

they have limited proficiency in spoken English

they speak a dialect of English that differs substantially from the one used in school

They are children of parents with histories of reading difficulty

they have acquired less knowledge and skill pertaining to literacy during the preschool years, either through lack of appropriate home literacy experiences and/or as a result of some inherent cognitive limitations

they lack age-appropriate skills in literacy-related cognitive-linguistic processing, especially phonological awareness, confrontational naming, sentence/story recall, and general language ability

they have been diagnosed as having specific early language impairment

they have a hearing impairment

they have a primary medical diagnosis with which reading problems tend to occur as a secondary symptom

(2023, Reading Rockets)