# data[].attributes.headline
Characteristics of Dyslexia by Age Group — Strengths and Weaknesses

# data[].attributes.subject
Characteristics of Dyslexia by Age Group — Strengths and Weaknesses

# data[].attributes.body
Weaknesses:
- struggle to sound out new words. The pseudo words on tests will show this, since it is possible to memorize.
- few known sight words
- low reading comprehension
- does not respond to instruction and specialized lessons
Strengths:
-strong imagination
- ability to build/create things
-eager and willing to learn new things
- understand the "big picture"

Other indicators and struggles:
-rhyming is an elementary and simple skill that students with disabilities struggle with
-inability to break a word into individual sounds
-have a difficult time remembering spelling and spelling rules
-difficulty decoding even CVC words
-poor penmanship can be an indicator
-avoid reading (silently and aloud)
have difficulty with writing
-uses imprecise language (uses stuff and thing in place of definitive objects)
- poor self-image

# data[].attributes.headline
Dyslexia as a Language-Learning Disability

# data[].attributes.subject
Dyslexia as a Language-Learning Disability

# data[].attributes.body
- dyslexia affects a person written language skills
- students with dyslexia will struggle with reading and writing
- sometimes spoken language can be negatively affected
- dyslexia can first be seen when a student is incapable of blending letter sounds that create a word
- people with dyslexia have a deficit in phonological processing, phonological memory and speed of naming
-those with dyslexia can struggle to understand that each letter has sound(s) associated with it that are used to make words
-songs and nursery rhymes provide a child with a basic understanding that speaking and sentences are made up of words that have meaning
-people with dyslexia struggle with phonetic awareness and creating words with the sounds
- people with dyslexia struggle to remember the sounds that a letter makes
-since they struggle with phonetic memory, they have a hard time learning to decode
-rapidly naming a letter and sound associated with the letter is another struggle of those with dyslexia
-delayed speech and language development is another early indicator of possible dyslexia

# data[].attributes.body
-One of the biggest contributing factors to lower achievement scores in reading is the lack of early and accurate identification of students with dyslexia. When screening for dyslexia, it's important to look at multiple symptoms.
-To identify students with dyslexia early, districts can implement a comprehensive, collaborative process through MTSS or RTI.
-It's crucial that all teachers are aware of the progress monitoring tools that will be used. The aspects of progress monitoring include: Patterns, specific skills being assessed, the outcome measured to what's being taught in class, and what a line on the graph indicating regression/progress means specifically for the student.
-Essential skills that should be tested include: phonological awareness (including phonemic awareness), rapid naming, alphabet knowledge, graphene/phoneme association, decoding, reading comprehension, oral reading fluency and encoding (spelling).
-Additional components include: phonological memory, oral language, syntactic processing, morphological processing, orthographic processing, handwriting, and written composition.
-

# data[].attributes.headline
Effective Approaches for Teaching Students with Dyslexia

# data[].attributes.subject
Effective Approaches for Teaching Students with Dyslexia

# data[].attributes.body
1. Dyslexia educational services in California are defined as evidence-based, multisensory, direct, explicit, structured, and sequential approaches, collectively known as "Structured Literacy."

2. Not all students with dyslexia require special education; services can be provided in regular education programs if eligibility criteria are not met.

3. Evidence-based instruction for dyslexic students is supported by strong research findings and can be delivered effectively in general education settings.

4. Structured Literacy instruction conforms to the International Dyslexia Association's Knowledge and Practice Standards for Teachers of Reading.

5. Structured Literacy instruction incorporates simultaneous multisensory (multimodal) approaches, integrating visual, auditory, and kinesthetic-motor pathways.

6. Structured Literacy instruction is direct, explicit, and focuses on continuous student-teacher interaction, ensuring that all concepts are deliberately taught and practiced.

7. Structured Literacy instruction is structured, following step-by-step procedures for introducing, reviewing, and practicing concepts systematically.

8. Structured Literacy instruction is sequential and cumulative, starting with basic language concepts and progressing to more complex ones.

9. The content of Structured Literacy instruction covers phonology, orthography, morphology, syntax, semantics, and pragmatics.

10. Multiple professionals may support students with dyslexia, including general education teachers, reading specialists, speech-language pathologists, special education teachers, and assistive technology specialists.

11. Accommodations are tools or teaching strategies that provide students with dyslexia equal access to instruction and assessments, helping them participate fully in school.

12. Accommodations can be used for various tasks, such as homework assignments, mathematics, reading, spelling, testing, and writing.

13. Assistive technologies, like text-to-speech software and speech-to-text software, can support students with dyslexia in accessing and comprehending text.

14. Progress monitoring is essential to assess the effectiveness of interventions and should inform instructional planning based on individual student needs.

15. As academic demands increase, students with dyslexia may require accommodations, specialized formats, and compensatory strategies to meet the challenges of higher-level thinking and complex content.

# data[].attributes.body
1. Dyslexia does not automatically qualify a student for special education in California.

2. California law mandates that students be referred for special education only after regular education resources have been considered and used where appropriate.

3. Students with disabilities identified by an Individualized Education Program (IEP) team under federal law can receive special education services.

4. Dyslexia is categorized as a specific learning disability under federal and state education codes.

5. Special education offers tailored instruction and related services at no cost to meet the unique educational needs of individuals who can't be adequately accommodated in the general education program.

6. Special education provides various program options to suit the needs of students in the least restrictive environment.

7. California outlines three ways to determine if a student has a specific learning disability, including a significant gap between intellectual ability and achievement, inadequate achievement despite appropriate instruction, and the presence of a pattern of strengths or weaknesses.

8. Assessment tools used to identify dyslexia may also be used to determine eligibility for a specific learning disability.

9. Students' academic concerns should be addressed through general education problem-solving processes, and accommodations may be provided through a 504 plan for some students not eligible for special education.

10. The use of the term "dyslexia" is permitted in IDEA evaluations, eligibility determinations, and IEP documents according to federal guidance, and Section 504 of the Rehabilitation Act offers protections to students with disabilities, including those with dyslexia, who do not qualify for an IEP.

# data[].attributes.body
- Students with dyslexia experience increased left frontal region activity (important for compensation)
- Students with dyslexia experience decreased left temporo-parietal region (important for phonological processing and grapheme-phoneme association)
-Students with dyslexia experience decreased left occipito- temporal region (important for orthographic processing)
- Neuro signatures are reliable, predictive of dyslexia risk, and change with intervention
- Children that are gifted may be missed as being diagnosed with dyslexia as the neural signatures are present but masked as average reading
-Certain genes can increase the likelihood of having dyslexia

# data[].attributes.body
- A specific learning disability that is neurobiological in origin
- Difficulties with accurate and/or word recognition and by poor spelling and decoding abilities
- Typically result in a deficit in the phonological component of language
- Difficulties in reading comprehension and reduced reading experiencing, impacting vocabulary and background knowledge

# data[].attributes.headline
To be IDENTIFIED as having dyslexia, the following areas should be assessed:

# data[].attributes.subject
To be IDENTIFIED as having dyslexia, the following areas should be assessed:

# data[].attributes.body
-Difficulties with accurate and fluent word recognition, and poor spelling and decoding skills.
-Deficits in the phonological component in language
-Difficulties that are unexpected in relation to other cognitive abilities
-Difficulties that are unexpected in relation to the provision of effective classroom instruction

-State and federal law require that LEA administer a state test of ELP to eligible students.
-information should also be obtained as to family history of dyslexia.

# data[].attributes.body
- Early diagnosis is essential for narrowing the achievement
gap
- Identification should be followed by remediation utilizing evidence-based approaches
- Dyslexia affects people from different backgrounds
- It is heritable, obtaining family history is important
- It often is present in combination with other conditions such as ADHD and oral language impairments

# data[].attributes.body
- United State Senate passed in 2016 the Senate Resolution 576: October is National Dyslexia Awareness Month

# data[].attributes.body
- With appropriate reading interventions, the brain can be altered to resemble the reading patterns of unaffected individuals
- New evidence showcases the benefits of earlier identification (before the child can read)
-Neural signatures are even evident in students with dyslexia that do not speak English, further increasing proper identification
-Further research is required before neural signatures of dyslexia can be used to create instructional plans for individual students