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Some signs and symptoms experiences by people with dyslexia are, 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 readings, spelling, learning a foreign language, and correctly doing math operations. Some specific signs of dyslexia that are seen in Elementary aged children are, difficulty remembering simple sequences like the alphabet, counting to 20, and the days of the week, difficulty understanding the rhyming of words, trouble recognizing words that begin with the same sound, and pronunciation difficulties. From: https://1xwltg429wbz1nv5201c3cao-wpengine.netdna-ssl.com/wp-content/uploads/2015/01/DITC-Handbook.pdf

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Some of the signs of dyslexia mentioned in this video where that spelling doesn't stick, pronunciation, names of letters or just sequences in general like the alphabet, they are slow readers, they can confuse letters like b and d or p and b.

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

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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." From https://1xwltg429wbz1nv5201c3cao-wpengine.netdna-ssl.com/wp-content/uploads/2015/01/DITC-Handbook.pdf

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For Elementary aged students diagnosed with dyslexia the most common intervention technique used is the structured literacy approach. They also use explicit instructional approaches which show the strongest impact of reading for students with dyslexia. These approaches involve, explicit presentation of skills and concepts, structured and sequential order of presentation, multimodal stimulation (visual, auditory, etc.), and intensive review and practice. From: https://creeracord.files.wordpress.com/2020/10/dyslexia-white-paper-lexia.pdf

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When teaching students with dyslexia as a teacher there are specific strategies that help students with dyslexia to learn to read and write. Teachers need to use direct instruction of phonics, the students also need a lot of practice with all concepts of phonics and need to spend extra time to learn. Also using multisensory delivery can help. Lastly incorporating sound, music, and rhyming games can help students with dyslexia. From: https://www.cultofpedagogy.com/spot-dyslexia/

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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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Teaching phonics for 5-15 minutes a day in your classroom can help every reader in your classroom. These explicit strategies will help students will build phonemic and phonological awareness in all your students.
https://moodle.cord.edu/pluginfile.php/1088522/mod_resource/content/3/Working%20Smarter%2C%20Not%20Harder.pdf

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Within teaching literacy teaching phonics is so important for the development of students reading. Explicitly teaching phoneme isolation, identity, categorization, blending, segmenting, deletion, addition, substitution and reversal are ways that you should explicitly be teaching students phonics.
https://moodle.cord.edu/pluginfile.php/1088522/mod_resource/content/3/Working%20Smarter%2C%20Not%20Harder.pdf

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One of the most important things a teacher can do with a struggling reader is to look at the symptoms this student may be exhibiting, if they are symptoms of dyslexia, a teacher should have an intervention for this student and teach them phonics explicitly. Having misconceptions about dyslexia can make it hard for a teacher to see these signs, so knowing exactly what you should be looking for in these students is crucial to catching it early so that you can use effective instruction with these students.
https://web-s-ebscohost-com.cordproxy.mnpals.net/ehost/detail/detail?vid=0&sid=82e7ce69-e06e-4ae4-801f-1d5f6d5f4d4a%40redis&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#AN=139350369&db=aph

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One of the most important things for teachers to understand about teaching students with dyslexia is that they aren't going to learn the same way as every other students when it comes to reading and writing. Knowing what that student needs during instructional time is so important. The girl in this video needed breaks and to be able to doodle while working on reading and this helped her when she was learning.
https://www.understood.org/articles/en/video-middle-schooler-teaches-future-teachers-about-dyslexia?_ul=1*1g1pb70*domain_userid*YW1wLUdLR05QRkhHU214cG55Ti0yY3hrNVE

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Ella Griffith-Tager is only 11 years old. But she's already making an impact on the lives of future students with dyslexia.

Ella's mom, Miriam Tager, is a professor who teaches graduate students in education. Watching Ella struggle gave Tager a new understanding of reading challenges. That's when she realized that Ella could help make her students better future teachers. Watch as Ella and her parents tell her story, and as Ella teaches Tager's graduate students about dyslexia.

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Video: Middle-Schooler Teaches Future Teachers About Dyslexia

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Ella Griffith-Tager is only 11 years old. But she's already making an impact on the lives of future students with dyslexia. Ella's mom, Miriam Tager, is a professor who teaches graduate students in education. Watching Ella struggle gave Tager a new understanding of reading challenges.

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Dyslexia can be a genetic learning disability, so knowing those students backgrounds is so important. Also having a relationship with your students parents is going to be very important.
https://www.understood.org/articles/en/video-a-mom-opens-up-about-her-own-dyslexia-after-sons-diagnosis?_ul=1*1c80vui*domain_userid*YW1wLW5yUFdWbW1JeXg1V1FSd0RCdUJjM3c

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Lola Álvarez was diagnosed with dyslexia when she was a young girl in Mexico. She faced stigma and decided to keep her dyslexia a secret for years-even from her own husband.

But when her youngest son was diagnosed with dyslexia, Lola had a transformation. Learn how and when she finally told her husband about her reading challenges. And find out how she became an advocate for her son and for all kids who learn and think differently.

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Video: A Mom Shares Why She Kept Her Dyslexia a Secret

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Lola Álvarez was diagnosed with dyslexia when she was a young girl in Mexico. She faced stigma and decided to keep her dyslexia a secret for years-even from her own husband. But when her youngest son was diagnosed with dyslexia, Lola had a transformation.

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Dyslexia makes reading very difficult for students and can oftentimes give them a lack of confidence in their abilities along with added stress of trying to comprehend something they can barely read. We see parents in this video struggling and worried about what other adults around them may think, and it is no different with students with dyslexia.
https://www.youtube.com/watch?v=-TcQDhwyPuY

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This is one of five simulations on Dyslexia for a Day. The DVD is also accompanied by a handbook that can be used for professional development or individual use. To order visit us at: http://dyslexiatraininginstitute.org/dyslexia_simulation_kit.html Join us on Facebook: http://www.facebook.com/dyslexiatraining

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Dyslexia is a learning disability that causes students to have challenges with reading and interpreting letters or symbols. 1 in 5 people have dyslexia and it can effect their ability to read, write, spell, and sometimes math can be difficult for these students.
https://www.youtube.com/watch?v=87dtTYBT54E

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Understanding the misconceptions about dyslexia can help teachers to better identify and get a diagnosis for students with dyslexia. It is commonly thought that dyslexia is a learning disability that causes students to see letters, words, and numbers backwards which is not the case. To be the best teacher possible for these students, we must first understand dyslexia and not allow ourselves to believe the misconceptions thought about students with dyslexia.
https://web-s-ebscohost-com.cordproxy.mnpals.net/ehost/detail/detail?vid=0&sid=82e7ce69-e06e-4ae4-801f-1d5f6d5f4d4a%40redis&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#AN=139350369&db=aph

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This cite has a self assessment that can help to identify dyslexia in students through 10 questions that can be seen within students when reading instruction first begins.
https://dyslexiaida.org/dyslexia-test/

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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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Students who are exhibiting symptoms of dyslexia can be given a test from IDA to test the chances of having dyslexia. This can help to identify students with reading struggles and those with dyslexia.
https://dyslexiaida.org/dyslexia-at-a-glance/

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Having a child diagnosed with dyslexia can be a traumatic experience. While dyslexia can make reading more difficult, with the right instruction, almost all individuals with dyslexia can learn to read. Many people with dyslexia have gone on to accomplish great things. Among the many dyslexia success stories are Thomas Edison, Stephen Spielberg, F. Scott Fitzgerald and Charles Schwab.

Dyslexia is a neurological condition caused by a different wiring of the brain. There is no cure for dyslexia and individuals with this condition must learn coping strategies. Research indicates that dyslexia has no relationship to intelligence. Individuals with dyslexia are neither more nor less intelligent than the general population. But some say the way individuals with dyslexia think can actually be an asset in achieving success.

In public school settings where many teachers are not knowledgeable about this condition, students with dyslexia may be considered stupid or lazy. Parents who have children diagnosed with dyslexia should seek out reading instruction that is based upon a systematic and explicit understanding of language structure, including phonics. This reading instruction goes by many names, Structured Literacy, Orton- Gillingham, Simultaneous Multisensory, Explicit Phonics, and others (See IDA's fact sheet Effective Reading Instruction n ). If you think you or your child may be dyslexic, you can take IDA's test which will evaluate the chance that you have this condition.

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Dyslexia At a Glance - International Dyslexia Association

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Having a child diagnosed with dyslexia can be a traumatic experience. While dyslexia can make reading more difficult, with the right instruction, almost all

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Children diagnosed with dyslexia more often than not have multiple learning disabilities. 30% of students with dyslexia also have ADHD. Some coexisting problems for students with reading disabilities often include, faulty pencil grip, anxiety, task avoidance, weak impulse control, and letter formation.
https://www.readingrockets.org/article/types-reading-disability

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Researchers have identified three kinds of developmental reading disabilities that often overlap but that can be separate and distinct: (1) phonological deficit, (2) processing speed/orthographic processing deficit, and (3) comprehension deficit.

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If a student is suspected of having dyslexia in kindergarten or 1st grade, doing a simple phoneme awareness test can help to determine if that student may have dyslexia, at which point teachers need to have an early intervention for the struggling reader.
https://www.readingrockets.org/article/spelling-and-dyslexia

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Spelling is a challenge for people with dyslexia. The International Dyslexia Association provides a fact sheet explaining why people with dyslexia have trouble spelling, how to find out the reasons a particular child has this difficulty, and how to help children with dyslexia spell better.

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Students with dyslexia need to practice more than other students on phonics. They aren't going to move along in a week with these crucial reading skills, they need to practice and practice more to learn these skills. Students with dyslexia may have been taught something on a Friday and come back on Monday and not remember anything about it and this is because they didn't practice over the weekend, so ensuring that the students are getting enough practice to the point where it will stick is crucial.
https://www.cultofpedagogy.com/spot-dyslexia/

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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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Early warning signs for dyslexia don't just show up when the students get to school, these warning signs can be seen as early as age 1 and students must have at least 3 of these warning signs. Some of these signs include dyslexia in the family tree, difficulty with language, bad spelling, odd reading like reading a word on one page but not the next, odd pencil grip, cant make letters sit on the line, and many more.
https://www.dys-add.com/videos/dyslexiaSymptomsSolutions_Part02.html

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

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This resource can help students with dyslexia, parents and educators.
http://dyslexiahelp.umich.edu/tools/informational-websites

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This list is designed to help dyslexics, parents, and professionals find the resources they need, from scholarly articles and reviewed books to online forums and support groups.

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This source has games and ways to help students with literacy  but specifically with phonics and phonemic awareness.
https://www.starfall.com/h/index.php

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Starfall Education: Kids Games, Movies, Books & Music for K-5 and above

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At Starfall, children have fun while they learn - specializing in reading, phonics & math - educational games, movies, books, songs, and more for children K-5 and above.

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This information is important to give to parents when their student is exhibiting signs of dyslexia and want to bring them to a doctor so they are aware of what to expect.
https://www.mayoclinic.org/diseases-conditions/dyslexia/diagnosis-treatment/drc-20353557#:~:text=There's%20no%20single%20test%20that,educational%20issues%20and%20medical%20history.

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Diagnosis

There's no single test that can diagnose dyslexia. A number of factors are considered, such as:

Your child's development, educational issues and medical history. The doctor will likely ask you questions about these areas and want to know about any conditions that run in the family, including whether any family members have a learning disability.

Home life. The doctor may ask for a description of your family and home life, including who lives at home and whether there are any problems at home.

Questionnaires. The doctor may have your child, family members or teachers answer written questions. Your child may be asked to take tests to identify reading and language abilities.

Vision, hearing and brain (neurological) tests. These can help determine whether another disorder may be causing or adding to your child's poor reading ability.

Psychological testing. The doctor may ask you and your child questions to better understand your child's mental health. This can help determine whether social problems, anxiety or depression may be limiting your child's abilities.

Testing reading and other academic skills. Your child may take a set of educational tests and have the process and quality of reading skills analyzed by a reading expert.

Treatment

There's no known way to correct the underlying brain abnormality that causes dyslexia - dyslexia is a lifelong problem. However, early detection and evaluation to determine specific needs and appropriate treatment can improve success.

Educational techniques

Dyslexia is treated using specific educational approaches and techniques, and the sooner the intervention begins, the better. Psychological testing will help your child's teachers develop a suitable teaching program.

Teachers may use techniques involving hearing, vision and touch to improve reading skills. Helping a child use several senses to learn - for example, listening to a taped lesson and tracing with a finger the shape of the letters used and the words spoken - can help in processing the information.

Treatment focuses on helping your child:

Learn to recognize and use the smallest sounds that make up words (phonemes)

Understand that letters and strings of letters represent these sounds and words (phonics)

Comprehend what he or she is reading

Read aloud to build reading accuracy, speed and expression (fluency)

Build a vocabulary of recognized and understood words

If available, tutoring sessions with a reading specialist can be helpful for many children with dyslexia. If your child has a severe reading disability, tutoring may need to occur more frequently, and progress may be slower.

Individual education plan

In the United States, schools have a legal obligation to take steps to help children diagnosed with dyslexia with their learning problems. Talk to your child's teacher about setting up a meeting to create a structured, written plan that outlines your child's needs and how the school will help him or her succeed. This is called an Individualized Education Plan (IEP).

Early treatment

Children with dyslexia who get extra help in kindergarten or first grade often improve their reading skills enough to succeed in grade school and high school.

Children who don't get help until later grades may have more difficulty learning the skills needed to read well. They're likely to lag behind academically and may never be able to catch up. A child with severe dyslexia may never have an easy time reading, but he or she can learn skills that improve reading and develop strategies to improve school performance and quality of life.

What parents can do

You play a key role in helping your child succeed. Take these steps:

Address the problem early. If you suspect your child has dyslexia, talk to your child's doctor. Early intervention can improve success.

Read aloud to your child. It's best if you start when your child is 6 months old or even younger. Try listening to recorded books with your child. When your child is old enough, read the stories together after your child hears them.

Work with your child's school. Talk to your child's teacher about how the school will help him or her succeed. You are your child's best advocate.

Encourage reading time. To improve reading skills, a child must practice reading. Encourage your child to read.

Set an example for reading. Designate a time each day to read something of your own while your child reads - this sets an example and supports your child. Show your child that reading can be enjoyable.

What adults with dyslexia can do

Success in employment can be difficult for adults struggling with dyslexia. To help achieve your goals:

Seek evaluation and instructional help with reading and writing, regardless of your age

Ask about additional training and reasonable accommodations from your employer or academic institution under the Americans with Disabilities Act

Academic problems don't necessarily mean a person with dyslexia can't succeed. Capable students with dyslexia can be highly successful, given the right resources. Many people with dyslexia are creative and bright, and may be gifted in math, science or the arts. Some even have successful writing careers.

Coping and support

Emotional support and opportunities for achievement in activities that don't involve reading are important for children with dyslexia. If your child has dyslexia:

Be supportive. Trouble learning to read may affect your child's self-esteem. Be sure to express your love and support. Encourage your child by praising his or her talents and strengths.

Talk to your child. Explain to your child what dyslexia is and that it's not a personal failure. The better your child understands this, the better he or she will be able to cope with having a learning disability.

Take steps to help your child learn at home. Provide a clean, quiet, organized place for your child to study, and designate a study time. Also, make sure your child gets enough rest and eats regular, healthy meals.

Limit screen time. Limit electronic screen time each day and use the extra time for reading practice.

Stay in contact with your child's teachers. Talk with teachers frequently to make sure your child is able to stay on track. If needed, be sure he or she gets extra time for tests that require reading. Ask the teacher if it would help your child to record the day's lessons to play back later.

Join a support group. This can help you stay in contact with parents whose children face similar learning disabilities. Support groups can provide useful information and emotional support. Ask your doctor or your child's reading specialist if there are any support groups in your area.

Preparing for your appointment

You may first bring up your concerns with your child's pediatrician or family doctor. To ensure that another problem isn't at the root of your child's reading difficulties, the doctor may refer your child to a:

Specialist, such as an eye doctor (ophthalmologist)

Health care professional trained to evaluate hearing (audiologist)

Doctor who specializes in brain and nervous system disorders (neurologist)

Doctor who specializes in the central nervous system and behavior (neuropsychologist)

Doctor who specializes in children's development abilities and behavior (developmental and behavioral pediatrician)

You may want to ask a family member or friend along, if possible, for support and to help you remember information.

Here's some information to help you prepare for your appointment:

What you can do

Before your appointment, make a list of:

Any symptoms your child is experiencing and the ages when symptoms were first noticed, including any symptoms that may seem unrelated to the reason for the appointment

Key personal information, including any major stresses or recent life changes

Any medications, vitamins, herbs or other supplements your child is taking, including the dosages

Questions to ask your doctor to help you make the most of your appointment

Questions to ask your doctor may include:

What do you think is the cause of my child's difficulty with reading and understanding?

Are there other diagnoses that can be associated with or confused with dyslexia?

What kinds of tests does my child need?

Should my child see a specialist?

How is dyslexia treated?

How quickly will we see progress?

Should other family members be tested for dyslexia, too?

What sources of assistance or support do you recommend?

Are there any brochures or other printed materials that I can have? Can you recommend any websites?

Are there any local educational resources for dyslexia?

Feel free to ask other questions during your appointment.

What to expect from your doctor

Your doctor is likely to ask you a number of questions. Be ready to answer them to reserve time to go over any points you want to focus on. Your doctor may ask:

When did you first notice that your child was having trouble reading? Did a teacher bring it to your attention?

How is your child doing academically in the classroom?

At what age did your child start talking?

Have you tried any reading interventions? If so, which ones?

Have you noticed any behavior problems or social difficulties you suspect may be linked to your child's trouble reading?

Has your child had any vision problems?

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There's no single test that can diagnose dyslexia. A number of factors are considered, such as: Your child's development, educational issues and medical history. The doctor will likely ask you questions about these areas and want to know about any conditions that run in the family, including whether any family members have a learning disability.

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This sight has information on why students with signs are being tested for dyslexia and what is expected from this evaluation of the students literacy abilities.
https://dyslexiaida.org/testing-and-evaluation/

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When a child is struggling to read, someone will probably suggest that he or she be tested for dyslexia. What does it mean to be tested? You might think that of a test as something you take in an afternoon. Someone scores it and tells you how you did. Evaluation is a more accurate word to describe the process of determining if someone has dyslexia. The word evaluation encompasses identification, screening, testing, diagnosis, and all the other information gathering involved when the student, his or her family, and a team of professionals work together to determine why the student is having difficulty and what can be done to help.

Why is evaluation important?

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.

When a student is having difficulties with reading and spelling, an evaluation is important for three reasons.

1. Diagnosis An effective evaluation identifies the likely source of the problem. It rules out other common causes of reading difficulties and determines if the student profile of strengths and weaknesses fit the definition of dyslexia.

2. Intervention planning An effective evaluation develops a focused remedial program. Students who have a specific learning disability in reading (dyslexia) need a specialized approach to reading instruction to make progress. It is crucial that this specialized instruction begin at the student's current level of reading skill development, rather than at the student's grade level. An effective evaluation helps parents and teachers see which specific skills are weak and where reading and spelling instruction should begin.

3. Documentation An effective evaluation documents the history of a student's learning disability. One purpose of this documentation is to determine eligibility for special services, including special education. Documentation is also important for obtaining accommodations on college entrance exams (ACT, SAT), in college, or in the workplace.

When should a child be evaluated?

It is possible to identify potential reading problems in young children even before the problems turn into reading failure. Screening tests, such as Predictive Assessment of Reading (PAR); Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Texas Primary Reading Inventory (TPRI); and AIMSweb screening assessments, developed by researchers for those purposes should be used with all children in a school, beginning in kindergarten, to locate those students who are "at risk" for reading difficulty. Preventive intervention should begin immediately, even if dyslexia is suspected. How the child responds to supplementary instruction will help determine if special education services are justified and necessary.

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. Therefore, measures of phonological awareness, memory, and rapid naming are typically included in Kindergarten and beginning first grade screening tests that can identify children who need targeted intervention to improve these critical skills so these children can meet grade- level benchmarks. Although there are many tests that may be used early (in Kindergarten and beginning of first grade) to assess beginning skills in reading and spelling, the standards for average achievement are generous. A child in late kindergarten or early first grade may only need to read a few letters and two or three common words to score well enough to reach a score of "average." Compared to other young learners, students with dyslexia may not seem to be "behind." Further, even if achievement is found to be low or poor it does not explain why the child may not be learning as expected.

By January or February of first grade, tests of early word reading, decoding, and spelling begin to be useful in providing information about what the student has learned and what gaps in knowledge exist. This information may be used to plan instruction and guide ongoing assessment.

What should be included in the evaluation?

The following areas should be considered when carrying out an evaluation.
Background information
Information from parents and teachers tells us a lot about a student's overall development and pattern of strengths and weaknesses. Because dyslexia is genetically linked, a family history of dyslexia indicates that a student is more likely to have dyslexia. A history of delayed speech or language also puts a child at-risk for reading difficulties. It is important to know the types and length of time of any interventions the student has

received at school, home, or through tutoring, as well as the student's response to the intervention. School attendance problems should be ruled out. A history of poor attendance, alone, can explain an identified weakness in skill development.
Intelligence
Until recently, an intelligence test was considered to be a necessary part of the evaluation because the diagnosis of a learning disability was based on finding a significant difference between IQ and reading skill. Poor achievement despite average or better intelligence was considered a key indicator. Current regulations no longer require that such a discrepancy be present when making a diagnosis. This change in the regulations came about because many studies have shown that intelligence is not the best predictor of how easily a student will develop written language (reading and spelling) skills. Instead, oral language abilities (listening and speaking) are considered the best predictors of reading and spelling.

A formal measure of intelligence is not always needed to document average intellectual abilities. For younger children, parent information about language development and teacher information about the child's ability to learn orally may indicate average intellectual abilities. For older students or adults, past achievement in school or work may indicate at least average intelligence.
Oral language skills
Oral language, simply stated, refers to our ability to listen to and understand speech as well as to express our thoughts through speech. Oral language is made up of low-level skills, such as recognizing and making the sounds within our speech, and higher-level skills, such as getting meaning by listening to someone speak or creating sentences to express thoughts. Students with dyslexia typically have adequate higher- level language skills. Indicators of higher-level oral language skills include being able to understand an age-appropriate story and spoken directions, to carry on a conversation, and to understand and use words that are age appropriate. If a student has average higher-level oral language skills but much difficulty developing written language (reading and spelling) skills, the need for evaluation for dyslexia is recommended.

Although students with dyslexia usually have strong higher-level language skills, they typically have problems (a deficit) in low-level language skills (see following section "Phonological processing"). This deficit limits the ability to learn to read and spell using the sounds of the language. Young children with dyslexia often have delays in language development, but their higher-level language skills are usually age- appropriate by the time they enter school. Difficulties with higher-level language skills suggest a need for a language evaluation by a speech-language pathologist to rule out language impairment.
Word recognition
Word recognition is the ability to read single printed words. It is also called word reading or word identification. Tests of word recognition require that students read individual words printed in a list. The student is not able to use cues, such as the meaning of a sentence, to help them figure out the word. Tests of word recognition that score both accuracy and the time it takes for the student to read the words (fluency) are particularly useful. Students with dyslexia often become accurate but are still very slow when reading words. Both accuracy and the speed of word reading can affect understanding what is read.
Decoding
Decoding is the ability to read unfamiliar words by using letter-sound knowledge, spelling patterns and chunking the word into smaller parts, such as syllables. Decoding is also called "word attack." Decoding tests should use nonsense words (words that look like real words but have no meaning, such as frut or crin) to force the student to rely on these decoding skills rather than on memory for a word already learned.
Spelling
Tests of spelling measure the student's ability to spell individual words from memory using their knowledge of, for example, letter-sound pairings, patterns of letters that cluster together to spell one sound ( igh in high; oa in boat), the way plurals may be spelled (s, es, ies) and so on. Spelling is the opposite of word attack but is even more difficult. It requires separating out the individual sounds in a spoken word, remembering the different ways each sound might be spelled, choosing one way, writing the letter(s) for that sound and doing the same, again, for the next sound in the word. Spelling stresses a child's short and long-term memory and is complicated by the ease or difficulty the child has in writing the letters, legibly and in the proper order. Spelling is usually the most severe weakness among students with dyslexia and the most difficult to remedy.
Phonological processing
Phonology is one small part of overall language ability. It is a low-level language skill in that it does not involve meaning. Phonology is the "sound system" of our language. Our spoken language is made up of words, word parts (such as syllables), and individual sounds (phonemes). We must be able to think about, remember, and correctly sequence the sounds in words in order to learn to link letters to sounds for reading and spelling. Good readers do this automatically without conscious effort. However, students with dyslexia have difficulty with identifying, pronouncing, or recalling sounds. Tests of phonological processing focus on these skills.
Automaticity/fluency skills
Students with dyslexia often have a slow speed of processing information (visual or auditory). Tasks measure Naming Speed (also called Rapid Automatic Naming). Sets of objects, colors, letters, and numbers are often used. These items are presented in rows on a card, and the student is asked to name each as quickly as possible. Naming speed, particularly letter naming, is one of the best early predictors of reading difficulties. Therefore, it is often used as part of screening measures for young children. Slow naming speed results in problems with developing reading fluency. It also makes it difficult for students to do well on timed tests. Students with both the naming speed deficit and the phonological processing deficit are considered to have a "double deficit." Students with the double deficit have more severe difficulties than those with only one of the two.
Reading comprehension
Typically, students with dyslexia score lower on tests of reading comprehension than on listening comprehension because they have difficulty with decoding and accurately or fluently reading words. It is important, however, to be aware that students with dyslexia often have strong higher- level oral language skills and are able to get the main idea of a passage despite difficulty with the words. Further, reading comprehension tasks usually require the student to read only a short passage to which they may refer when finding the answers to questions. For these reasons, students with dyslexia may earn an average score on reading comprehension tests but still have much difficulty reading and understanding long reading assignments in their grade-level textbooks.
Vocabulary knowledge
It is important to test vocabulary knowledge, because vocabulary greatly affects understanding when listening or reading. Difficulties students with dyslexia might have had in learning language or with memory can affect the ability to learn the meanings of words (vocabulary). Independent reading is also an important means for developing new vocabulary. Poor readers, who usually read less, are likely to have delays in vocabulary development. It is important to note, however, that students with dyslexia may perform poorly on reading vocabulary tests because of their decoding problems and not because they don't know the meaning of some words. For this reason, it is best to administer both a reading and listening vocabulary task to get a true measure of vocabulary knowledge.

The profile of strengths and weaknesses of an individual with dyslexia varies with age, educational opportunity and the influence of co-occurring factors such as emotional adjustment, ability to pay attention in learning situations, difficulties with health or motivation. Nevertheless, clusters of distinguishing characteristics are frequently noted.

Family History and Early Development

Reports of reading/spelling difficulties across generations in the family

Normal prenatal and birth history

Delays/difficulties acquiring speech/language

Early Childhood/Primary Grades

Difficulty with rhyming, blending sounds, learning the alphabet, linking letters with sounds

Difficulty learning rules for spelling-spell words the way they sound (e.g., lik for like); use the letter name to code a sound (lafunt for elephant)

Difficulty remembering "little" words-the, of, said-that cannot be "sounded out"

Listening comprehension is usually better than reading comprehension-may understand a story when read to him but struggles when reading the story independently.

Middle and Secondary School

Reluctant readers

Slow, word-by-word readers; great difficulty with words in lists, nonsense words and words not in their listening vocabulary

Very poor spellers-miscode sounds, leave out sounds, add or leave out letters or whole syllables

Non-fluent writers-slow, poor quality and quantity of the product

When speaking, may have a tendency to mispronounce common words (floormat for format); difficulty using or comprehending more complex grammatical structures

Listening comprehension is usually superior to performance on timed measures of reading comprehension (may be equivalent when reading comprehension measures are untimed)

Weak vocabulary knowledge and use

Outcomes of an evaluation

An evaluation should result in a written report. This report should detail the kinds of information collected. This includes information related to the family literacy history, any significant medical issues the child may have, prenatal and birth conditions, and preschool development, including language learning. The education history should include information on school attendance, tests administered and test scores. These scores should be stated as standard scores. Standard scores compare the learner to others of the same age or grade. This material should provide the framework for the detailed evaluation of relative strengths and weaknesses across the various skill areas assessed as well as the overall fit of all information with the typical profile of dyslexia for the child's age. This should lead to a tentative diagnosis that states that the child's ability to learn to read, write and spell does or does not appear to be related to dyslexia. The specific evidence that supports the diagnosis should be explained in the report.

Diagnosis

A diagnosis of dyslexia begins with the gathering of information gained from interviews, observations and testing. This information is collected by various members of a team that includes the classroom teacher(s), speech/language pathologist, educational assessment specialist(s), and medical personnel (if co-occurring difficulties related to development, health or attention are suspected).

The task of relating and interpreting the information collected should be the responsibility of a professional who is thoroughly familiar with the important characteristics of dyslexia at different stages in the development of literacy skills. This professional should also have knowledge of the influence of language development and behavior on literacy learning. Often, school psychologists and/or speech- language pathologists are responsible for this task.

CAUTION: An initial diagnosis of dyslexia should be offered only as a tentative conclusion based on the data available. A poor reader may appear to "fit the profile" of dyslexia. However, if the learner responds quickly to appropriate intervention, the source of the reading problem is more likely related to earlier educational opportunity than to problems in the child's physical makeup that limit the ability to learn from the instruction provided. The ability of the learner to benefit from instruction that is focused on the basic skills that support reading and spelling provides valuable information necessary to support or reject the initial diagnosis.

Intervention planning

Finally, the report should identify instructional programs that appear to be appropriate in meeting the specific skill(s) gaps and weaknesses identified through the evaluation process. Many children have already mastered some beginning reading skills. Thus, it is not always necessary or reasonable for a child to be placed in the very beginning lessons of a program. Although some programs have a placement test which helps the teacher to know where instruction should begin, many do not. For this reason, information about the child's specific skill needs should be detailed in the report to assist in identifying the starting point for instruction. Recommended programs or intervention strategies should be consistent with the types of content and methods that research has shown to be effective for students with dyslexia and other poor readers. If warranted, a recommendation for further testing-vision, hearing, fine motor control (occupational therapy), attention, emotional adjustment-might also be included.

Documentation

The evaluation report should provide the documentation necessary to determine eligibility for special services, including special education. The specific guidelines for determining eligibility are based on federal regulations set forth by IDEA. It is important to note, however, that the specific criteria, such as cutoff scores for eligibility vary from state to state.

The parent or guardian of a child with dyslexia must advocate for the best possible educational opportunities for that child. Effective advocacy requires understanding the diagnostic report and knowing the child's rights under the law. Information on related topics, such as teaching methodologies, accommodations, and instructional modifications are available in other IDA fact sheets.
The International Dyslexia Association (IDA) thanks Diane J. Sawyer, Ph.D., and Karen M. Jones, Ed.S., NCSP, for their assistance in the preparation of this fact sheet. © Copyright The International Dyslexia Association (IDA). For copyright information, please click here.

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Testing and Evaluation - International Dyslexia Association

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Practice is very important for students with dyslexia, this resource has many different ways that a student with dyslexia can practice literacy outside of school.
https://dyslexiaresource.org/top-dyslexia-resources-to-encourage-reading/

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As distance learning continues and summer approaches, parents and teachers may be wondering how to encourage children to keep reading while at home. All young readers need to practice reading outside of school, but it is especially essential for dyslexic learners to intentionally practice reading over the summer so they don't forget helpful skills. But reading doesn't have to be a chore for children or their parents! Learn about the top dyslexia resources available to help encourage young learners to read for pleasure.

Storyline Online is a literacy website from the SAG-AFTRA Foundation that features famous actors and actresses reading beloved children's books aloud, accompanied by beautiful illustrations. Plus, if you have a copy of the book at home, your children can follow along with the video. show that reading aloud to children helps improve reading, writing, and communication skills. If parents have grown tired of reading the same story aloud at bedtime every night, find a new story that your child will love on Storyline Online.

With themed book lists, author interviews, and a "Book Finder" that can search titles based on your child's interests, the only problem may be finding too many new books that your student wants to read! Finding an engaging story is a roadblock for many young readers, but this site helps break down that barrier and encourages students to read for pleasure. Reading Rockets also offers valuable resources for parents, teachers, and other educators to use as they work with and encourage young readers.

Members of Learning Ally have unlimited access to human-read audiobooks and a helpful range of educator tools. An annual membership to this reading resource exists for at-home use, although many schools purchase Learning Ally for schools which their students can then access. With an extensive library of over 80,000 audiobooks for students in elementary, middle, and high school, this resource was specifically designed to assist dyslexic students and other individuals with learning differences. In this chaotic time of distance learning when reading can be a welcome escape, Learning Ally is offering discounts and fee waivers to certain individuals who would not otherwise have access to this valuable resource.

Created as a service of the National Center for Learning Disabilities to help young children develop early literacy skills prior to entering kindergarten, Get Ready to Read is a site packed with engaging and educational activities to help children master reading skills. From activity cards to online games, these activities let kids have fun as they expand their reading and language skills. In addition to activities for young learners, Get Ready to Read also provides parents with valuable resources, such as screening tools to help understand your child's abilities, clear recommendations for helping children transition to kindergarten, and research-based articles.

Whether your child has a dyslexia diagnosis or has trouble mastering some specific reading and language skills, these resources can help children learn to read and transition into reading for pleasure. A break from school over the summer is the perfect time to encourage young readers to dive into a good book!

The Dyslexia Resource is proud to serve as a source of information for parents, educators, and individuals with dyslexia across the country. Through helpful dyslexia resources , continuing education, and outreach opportunities, we work to empower members of the dyslexic community. Learn more about opportunities for training, tutoring, and education and continue to serve dyslexic learners with The Dyslexia Resource .

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Top Dyslexia Resources to Encourage Reading

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As distance learning continues and summer approaches, parents and teachers may be wondering how to encourage children to keep reading while at home. All young readers need to practice reading outside of school, but it is especially essential for dyslexic learners to intentionally practice reading over the summer so they don't forget helpful skills.