Experts have created categories to group several common types of dyslexia together to increase the effectiveness of treatment. Being familiar with the different types of dyslexia will allow educators to develop strategies specific to the child’s needs in order to provide the best support possible.

Phonological Dyslexia

This type of dyslexia is the most commonly thought of when someone mentions the word dyslexia. It deals with difficulties in matching sounds to symbols and breaking down the sounds of language. Individuals with phonological dyslexia struggle to decode or sound out words. It’s believed that phonological dyslexia is the most common type of dyslexia. Symptoms of phonological dyslexia may include:

• Difficulty learning sounds made by letters/letter combinations

• Difficulty sounding out unfamiliar words

• Difficulty spelling

• Spelling the same word different ways on the same page

• Slow reading

• Avoiding reading activities

• Difficulty recognizing familiar words in new contexts

Rapid Naming Dyslexia

People who struggle with the ability to rapidly name colors, numbers, and letters when presented with them may have rapid naming dyslexia. This type of dyslexia may be linked to both reading speed and the processing speed for reading. Individuals with rapid naming dyslexia can say the names of the colors, numbers, and letters, but it often takes them much longer to come up with the correct word. Symptoms of Rapid naming dyslexia may include:

• Difficulty retrieving words

• Frequently substituting words or leaving words out altogether

• Slow to respond orally

• Slower to complete reading or writing assignments

• Making up nonsense words in place of real words

• Using gestures in place of words

Double Deficit Dyslexia

A person with double deficit dyslexia struggles with two aspects of reading. These two aspects often include naming speed and identifying the sounds in words. This type of dyslexia is a combination of rapid naming and phonological and is not uncommon; however, it is largely regarded as the most severe type of dyslexia. Symptoms of double deficit dyslexia include:

• Poor naming speed rate when asked to recall words

• Weak phonological awareness

Surface Dyslexia

An individual who can sound out new words with ease but fails to recognize familiar words by sight may have surface dyslexia. In this case, experts believe that the brain fails to recognize what a word looks like in order to process the word quickly. This type of dyslexia affects words that need to be memorized because they don’t sound how they are spelled, making it more difficult to sound them out. Other names for surface dyslexia include visual or dyseidetic dyslexia. It’s not uncommon for an individual with dyslexia to also have both phonological and surface dyslexia. Symptoms of surface dyslexia can include:

• Difficulty with whole word recognition

• Slow to read

• Avoidant of reading activities

• Difficulty with spelling

• Difficulty reading words that don’t sound the way they’re spelled

• Difficulty reading new words by sight

Visual Dyslexia

When a child struggles to remember what they saw on a page, they may have visual dyslexia. This type affects the visual processing, making it so that the brain doesn’t get the complete picture of what the eyes see. Visual dyslexia will affect the ability to learn how to spell or form letters because both require the brain to remember the correct letter sequence or shape, impacting the learning process. Symptoms of visual dyslexia include:

• Text appearing blurred or going in and out of focus

• Difficulty tracking across lines of text

• Difficulty keeping place in text

• Text appearing double or alternating between single and double

• Headaches and/or eyestrain associated with reading

Categories of Dyslexia

Developmental Dyslexia

Developmental dyslexia refers to dyslexia which is genetic and/or present at birth. Developmental dyslexia includes both primary and secondary dyslexia. This type of dyslexia is more common in boys and typically diminishes as the child matures.

Primary Dyslexia

If the dyslexia results from a genetically inherited condition, it is considered primary dyslexia. A child whose parents have dyslexia increases the chance that they will also have dyslexia. Interestingly enough, primary dyslexia seems to have a familial connection with even more prevalence among males, especially left-handed ones.

Secondary Dyslexia

Secondary dyslexia is the result of problems with brain development during the early stages of pregnancy. Both primary and secondary dyslexia are developmental because the disability is present at birth.

Acquired Dyslexia

When a traumatic brain injury or disease affects the brain’s centers responsible for language processing, they can sometimes develop dyslexia. This type of dyslexia is also referred to as trauma dyslexia because it’s caused by trauma to the brain and is the only type of dyslexia with a known cause.

“Dyslexia” means a neurological learning disability characterized by difficulties with accurate and fluent word recognition and poor spelling and decoding abilities that typically result from a deficit in the phonological component of language (NRS 388.429).

Here are the primary differences and updates: Comprehensive Description of Processing Difficulties: The new definition emphasizes that dyslexia is primarily a set of processing difficulties that affect the acquisition of reading and spelling. May 25, 2024

Another critical difference is that 504 Plans do not require parents to be a part of the decision making process. The school can decide which accommodations are appropriate for a student without any parent input. While many districts provide parents with a written plan of some sort, regulations do not require that a written plan be created. However, if your student qualifies for an IEP, parents are included in the decision making process and the educational plan is reviewed annually.

IEPs?

The public school systems are required to provide students with disabilities a Free and Appropriate Public Education (FAPE). This means that they have an obligation to provide qualifying students with a 504 Plan or an Individualized Education Plan (IEP). These formal plans provide students with disabilities a Free and Appropriate Public Education as required by federal law.

504 Plans fall under the provisions of Section 504 of the Rehabilitation Act of 1973. These plans are designed to allow students with disabilities access to the grade level curriculum as well as prevent discrimination as a result of their disability. They level the playing field for students by putting accommodations and sometimes services in place to allow the child to access their free and appropriate public education.

IEPs fall under the provisions of the Individuals with Disabilities Education Act (IDEA). These plans are designed to meet the unique needs of the child and prepare them for the future. These plans allow for remediation, related services, and accommodations as needed to provide the student their free and appropriate public education.

TOPIC:   DYSLEXIA

Common Myths and Misperceptions About Dyslexia

  Dyslexia is a visual processing problem.                                                                                                

Dyslexia is not a visual processing problem, children do not “see” letters and words as backward or jumbled up. Therefore, strategies focused on vision are not effective for improving reading, such as tinted/colored overlays or lenses, special dyslexia-specific fonts (e.g., “Dyslexie”, “Open Dyslexic”), or vision exercises.

  Dyslexia is different from specific learning disability in reading.                                                                                                

Dyslexia is not distinct or unique from specific learning disability. Dyslexia is also synonymous with word-level reading disability, which is a term becoming more common in research. In some states, dyslexia is referred to as specific learning disability in basic reading; it means the same thing.

Teachers or intervention staff do not need dyslexia-specific credentials or certifications to provide instruction or support. Any teacher or paraprofessional trained in evidence-based reading instruction or trained to implement an evidence- based intervention can be effective teachers of students with or at-risk for dyslexia.

Support for students with or at-risk for dyslexia does not require unique or special teaching approaches or methods apart from evidence-based reading instruction. The key difference, however, is that students with reading difficulties, like dyslexia, often require intervention that is more explicit, systematic, intensive, data-driven, and provides more supported practice opportunities. The content and nature of instruction is not very different from teaching any student to read.

Nevada Department of Education

Office of Inclusive Education | Office of Teaching and Learning | https://doe.nv.gov

What does neurodiversity mean?

Neurodiversity is the name given to a burgeoning social movement, thought to be first coined by Judy Singer, an Australian sociologist in the 1990s.  Neurodiversity is not a medical diagnostic label, rather an umbrella term which encourages neurodevelopmental differences such as autism, ADHD and Dyslexia to be viewed and understood in a positive way. The neurodiversity paradigm was first embraced by the autistic community as a means of empowerment and to dispel the belief that neurodevelopmental differences are something to be treated and cured rather than an important and valuable part of human diversity.

Neurodiversity

The Neurodiversity movement has helped to challenge how structures within society such as organizations, institutions, attitudes and culture exclude or disadvantage individuals who might be considered to be ‘neurodivergent’, or part of a ‘neurominority’.  Under Singer’s definition, individuals would not be referred to as ‘neurodiverse’, this is a term that refers to society as a whole, and the varying neurotypes within the overall population.  Overall understanding of the concept of neurodiversity and associated terminology is rapidly evolving, often propelled by discussions around the movement taking place on social media.

The idea of neurodiversity has now been embraced by many other groups including dyslexia support groups, who are using the term as a means of empowerment and to promote the positive qualities possessed by those with a neurological difference. It encourages people to view neurological differences such as dyslexia, autism and dyspraxia as natural and normal variations of the human genome. Furthermore, it encourages them to reject the culturally entrenched negativity which has typically surrounded those that live, learn and view the world differently.

Most people are neurotypical, meaning that the brain functions and processes information in the way society expects. However, it is estimated that around 1 in 7 people (more than 15% of people in the UK) are neurodivergent, meaning that the brain functions, learns and processes information differently.

Dyslexia as a Neurodiversity

The main idea behind neurodiversity is to highlight the strengths that come with having a brain that functions differently. Instead of focusing on the challenges, neurodiversity recognizes these differences as variations of the human brain and celebrates the diversity.

Like other neurodiverse conditions, dyslexia results from the way one’s brain processes information. It can impact how fluently one can read, spelling accuracy, memory and organization. Researches indicate that there is likely a genetic link to dyslexia. Studies suggest that if a parent has dyslexia, their children have a 40% to 60% chance of also having dyslexia. Dyslexia is a prime example of the neurodiversity that exists within our society.

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Dyslexia, like other neurodivergent conditions, is linked to unique strengths and perspectives that enrich our world. Dyslexic people possess brilliant puzzle-solving skills, strong visual memory, spectacular visual-spatial reasoning and are extremely imaginative.

Accepting and embracing the most beautiful minds who think differently and bring so much diversity and uniqueness to this world is a transformative approach.

In order to empower dyslexic people, it is of great importance for everyone to develop a broad understanding of neurodiversity. This understanding leads to a culture that helps people use their unique power and reach their full potential in every aspect of life, including at school and the workplace.

Empowerment and advocacy are crucial for ensuring the inclusion and well-being of neurodivergent people and individuals with dyslexia. Dyslexic people, like other individuals with neurodivergent traits, possess unique strengths and abilities that should be celebrated and harnessed. By embracing these differences, we can promote a supportive environment and encourage dyslexic people to overcome challenges and thrive.

Advocacy plays a pivotal role in raising awareness about dyslexia and the specific needs of the dyslexic population.

Promoting Strengths and Talents Associated with Dyslexia

Welcoming a world where dyslexia is celebrated with extraordinary strengths and talents, we shift the narrative towards a more empowering approach. Dyslexia is associated with creativity, empathy, communication, design skills, observation, narrative reasoning and “big picture” thinking.

• Creativity – Dyslexic people often adopt creative expressions and solutions in a different way by thinking outside of the box

• Empathy – High levels of empathy combined with strong intuition are unique, compassionate traits

• Communication – Dyslexic people have strong communication skills and may express themselves easier verbally

• Design skills – Dyslexia often brings exceptional spatial awareness and pattern recognition skills, enabling people to create unique and innovative designs for graphics, structures, and buildings that may not have been considered. As a result, they can be groundbreaking innovators in their respective fields

• Observation – Dyslexic people have a remarkable talent for identifying the outlier within large amounts of visual information. British intelligence agencies leverage the unique skills of dyslexic individuals to analyze complex data in an impartial, rational, and analytical manner.

• Narrative Reasoning – The foundation of narrative reasoning lies in the memory of experiences (episodic memory). Dyslexic individuals often find it easier to learn and recall information through experiences.

• “Big Picture” Thinking – One of the strengths commonly associated with dyslexia is the ability to see the bigger picture. This skill makes dyslexic individuals great entrepreneurs and managers because they can overlook minor details and concentrate on what is truly important, utilising this ability throughout their lives.

Preschools can implement various strategies and school accommodations for children with different learning needs, such as:

• A structured routine: A predictable daily routine provides a sense of security and stability for children with ASD. Visual schedules or picture cues can help neurodivergent children understand the sequence of activities throughout the day.

• Visual aids: Picture cards, larger fonts, visual schedules, and social stories can help children understand and navigate social situations and daily routines more effectively.

• Sensory support: Quiet spaces, sensory bins, and accommodations such as noise-canceling headphones, exercise bands, fidget toys, and weighted blankets can provide sensory support.

• Frequent breaks: Regular breaks outside the classroom, whether it’s a quiet place to decompress or an area where your child can burn off some energy.

• Individualized instruction: Personalized instruction techniques and one-on-one support can help children with ASD engage and learn effectively.

• Behavior charts and reward systems: These systems provide positive reinforcement for good behavior.

Accommodations in Elementary School

Accommodations in elementary school are essential for supporting diverse student needs. Here are some common accommodations:

• Personalized instruction: Extended time on assignments and tests, preferential seating, and alternative formats for presenting information.

• Small groups: Small groups allow teachers to teach differently based on students’ abilities and learning styles, providing additional support to struggling students while challenging advanced learners.

• Frequent breaks: School accommodations for autism include regular breaks during and after completing tasks. This allows kids to release excess energy so they return with renewed focus.

• Visual supports: Visual aids such as charts, word webs, diagrams, and graphic organizers can help students understand and retain information.

• Flexible seating: Flexible seating options, such as standing desks, bean bags, and floor cushions, can improve comfort and concentration, particularly for students with attention difficulties or sensory sensitivities.

• Multisensory instruction: Incorporating hands-on activities, manipulatives, and interactive games accommodates diverse learning styles and strengthens understanding across subjects.

Accommodations in Middle School

Accommodations in middle school are essential for supporting students’ diverse needs during this transitional period. Here are some common middle school IEP accommodations:

• Tailored instruction: The pace, content, and delivery of instruction can be adjusted to accommodate different learning styles and abilities.

• Flexible scheduling: Learners might be given extra time to complete assignments, tests, and projects; for example, they might be allocated additional time for processing spoken information and directions or be allowed to take tests at a specific time of day.

• Note-taking supports: Note-taking supports, such as guided notes, outlines, and graphic organizers, help students organize information and retain key concepts. In addition, learners who struggle with note-taking might be given access to lecture notes or recorded lectures.

• Different environments: Students might be allowed to work or take their tests in a different environment, such as a quiet room with fewer distractions.

• Assistive technology: Text-to-speech software, speech recognition software, and digital textbooks assist students with reading, writing, and comprehension difficulties.

• Organizational support: Students can be encouraged to mark certain tasks with a highlighter pen, record and organize assignments in a planner, and use an alarm to help with time management.

Accommodations in High School

Accommodations in high school support students with diverse needs as they prepare for post-secondary education or the workforce. Here are some common 504 accommodations for high school students:

• Extended time: Extra time for tests and exams allows students with learning disabilities, processing difficulties, and developmental disorders to demonstrate their knowledge without the added pressure of time constraints.

• Alternative testing formats: Alternative testing formats, such as oral exams, portfolios, and project-based assessments, accommodate students who struggle with traditional written exams or standardized testing.

• Accessible materials: Accessible materials in various formats, including digital textbooks, audiobooks, and larger print, help students with visual impairments and reading disabilities.

• Assistive technology: Speech-to-text software, word prediction programs, and screen readers support students with reading and writing disabilities, dyslexia, and other learning disorders.

• Transition planning: Collaborating with students, families, and specialists to develop transition plans helps students with special needs transition from high school to post-secondary education, vocational training, and employment.

Accommodations in College

Accommodations are essential for ensuring that college students with diverse needs can pursue higher education. Here are some common school accommodations implemented in colleges and universities for students with developmental disorders, anxiety, and other unique needs.

• Extra time for exams: Providing extended time for assessments allows students with disabilities, attention deficit hyperactivity disorder (ADHD), and processing difficulties to complete exams without being sidetracked by time pressure.

• Alternative testing formats: Offering alternative testing formats, such as oral exams, take-home exams, and untimed exams, accommodate students who struggle with traditional written exams or standardized testing.

• Note-taking assistance: Note-taking assistance, such as with specialized software, peer note-takers, and lecture recordings, helps students with learning disabilities, ADHD, and physical impairments capture important course content.

• Accessible materials: Course materials in various formats, including digital textbooks, audiobooks, and braille.

• Assistive technology: Text-to-speech software, screen readers, speech recognition software, and word prediction programs help students with a range of disabilities complete assignments, read materials, and participate in class discussions.

• Flexible attendance policies: Flexible attendance policies accommodate students with chronic illnesses, disabilities, and other personal circumstances that affect their ability to attend class regularly.

• Alternative assignments: Students can complete alternative assignments and projects rather than traditional tests, reflecting the fact that a diverse range of learning styles exists and allowing students to demonstrate their knowledge and skills in alternative ways.

• Priority registration: Priority registration for students with disabilities ensures that they can access the courses and class schedules that best fit their needs, including scheduling preferences and accommodations.

References:

v Nevada Department of Education

v  https://doe.nv.gov/offices/office-of-teaching-and-learning/dyslexia-guidance-documents

v Kids Health

v https://kidshealth.org/en/kids/dyslexia.html#:~:text=Dyslexia%20(say%3A%20dis%2DLEK,talented%20people%20struggle%20with%20dyslexia.

v Lorraine Hightower-Dyslexia Advocate & Consultant

v  https://www.lorrainehightower.com/post/504-plan-or-iep-what-is-the-best-plan-for-your-child-s-needs

v  National Center on Improving Literacy (2020). Understanding Dyslexia: Myth vs. Facts. Washington, DC: U.S. Department of Education, Office of Elementary and Secondary Education, Office of Special Education Programs, National Center on Improving Literacy. Retrieved from https://www.improvingliteracy.org.

v Addressing Dyslexia

v  https://addressingdyslexia.org/what-is-dyslexia/dyslexia-and-neurodiversity/

v Leaf Complex Care

v  https://leafcare.co.uk/blog/does-dyslexia-mean-youre-neurodivergent/

o   Neuro health

v  https://neurohealthah.com/

o   Stanford University

o   https://dyslexia.stanford.edu/resources-for-parents/

• IDA Dyslexia Handbook

• https://dyslexiaida.org/ida-dyslexia-handbook/

K-5 READERS Phonics Instructional Supports for Students With or At-Risk for Dyslexia.

The most common features of effective programs or interventions for students with or at-risk for dyslexia are the use of explicit and systematic phonics instruction. Explicit Instruction Explicit instruction involves directly and unambiguously teaching students to “sound out” (segment) words using their knowledge of letter-sound correspondence and blend the sounds back together to read as a whole word. Systemic Instruction Systematic instruction refers to skills that are taught in a logical sequence, and skills build upon each other. • Explicit and systematic instruction in letter sound correspondence starts with individual letter sounds and subsequently includes letter combinations and spelling patterns. • As students learn to associate sounds with letters and letter units, immediately teach them to use this new letter or letter combination in decoding (reading) and encoding (spelling) words. • Integrate writing instruction within reading instruction. Reading and writing skills have an interactive relationship and growth in one supports growth in the other. Phonemic Awareness Instruction Phonemic awareness instruction is critical: • Phoneme segmenting and blending are the most important skills for learning to read and spell words. • Phonemic awareness instruction is more effective when it is integrated with print (using letter tiles, letter cards, writing letters, and subsequently in decoding and encoding activities). • Students’ phonemic awareness skills develop as a result of learning to read and spell. • Mastery of “advanced” phonemic awareness skills, such as phoneme deletion or substitution has not been shown to yield better results. The focus of instruction should be on phoneme segmenting and blending. Vocabulary Instruction All students can benefit from more vocabulary instruction, especially emergent bilingual students. • Talk about word meanings (i.e., build vocabulary knowledge) and how they are used in speech as students learn to read them. Discussing what words mean or how they are used may enhance word reading skills. Decoding Words Decoding longer and more complex words: • Teach decoding skills in similar ways to how students learned to sound out shorter words, but now use larger letter units. • Teach students to identify syllables (i.e., portions containing a vowel with its surrounding letters), affixes, and roots • Read the parts, then blend the parts together and adjust pronunciation to be correct. • Include morpheme instruction, in which students are taught to read common morphemes and their meanings, which supports multisyllabic word reading and vocabulary knowledge.

K-5 READERS Reading Instructional Supports for Students With or At-Risk for Dyslexia.

All Students Should Read Every Day! Students need frequent, repeated opportunities to read words to form connections between word spellings and pronunciations in memory. Students with or at-risk for dyslexia need more of these opportunities than typically developing readers. This must be student reading. Teacher read-alouds can benefit students’ vocabulary skills and background knowledge, especially for early readers, but should not replace time for students to read. Recommendations By Reading Level Beginning and Pre-Readers “Reading” should include interaction with print such as identifying letters, letter-sound correspondence, and using letter tiles to build simple words. K-5 Readers Use highly decodable texts for students to use their decoding skills in a connected text. Include opportunities for students to read authentic texts at an appropriate reading level Students should also be provided with supported opportunities to read “stretch” texts that are slightly more challenging than their current level. • A skilled reader should be present to help preview the text, provide feedback for word reading, and provide support. Students should read aloud to a teacher or skilled reader who can provide corrective feedback. • Struggling readers do not benefit from silent reading, because it allows their reading errors to go unnoticed and uncorrected, developing bad word identification habits (like guessing) • Independent (silent) reading is OK when you are confident that students can read with very few errors (e.g., at least 98% accuracy, or one error out of every 50 words) Provide feedback for reading errors. • If students cannot be expected to decode the word correctly because they have not yet been taught letters or letter combinations in the word or the word is much longer than the words they have been exposed to before, provide them with the word, have them repeat it, and continue reading. • If students can be reasonably expected to decode the word, provide assistance with letter-sounds, letter combinations, blending, or adjusting an approximate pronunciation as needed. Have them repeat the word. • DO NOT prompt students to guess at a word based on its shape, its initial letter, pictures/illustrations, or what they think the story is about. These are habits of students with dyslexia because of their underdeveloped decoding skills. • Prompt students to sound out as their go-to word attack strategy. Pictures and story context can be used after to confirm or adjust their decoded pronunciations, but attention to the letters in the word should always come first. Support reading comprehension skills. • Although word reading accuracy problems are usually the primary factor that inhibits reading comprehension for students with dyslexia, instruction in skills that support reading comprehension are still important. This includes instruction in vocabulary, relevant background knowledge, inference-making, and useful comprehension strategies such as main idea identification, summarization, and text-structure identification. Identify student hobbies and interests, and when possible, provide opportunities for students to read high-interest texts for enjoyment.

What needs to be included in a remediation lesson for a child with dyslexia?
Although lessons vary somewhat from curriculum to curriculum, certain components are critical for the child with
dyslexia. Below is a list of lesson components that are often included in dyslexia remediation.
History of the Language
Introduce the history of the English language. This provides a meaningful platform for children to understand from
where our language has come. Ultimately, it will allow children to understand the most basic layers of our language and
how this affects both reading and spelling rules.
Alphabet
Make certain that the child is secure in his knowledge of the letters of the alphabet. The alphabet is the cornerstone for
all reading and spelling. Many students with dyslexia may be able to “sing” or “chant” the alphabet, yet they cannot
touch and name nor recognize each of the individual letters of the alphabet.
Phonemic Awareness
Include phonemic awareness activities in each lesson. For
example, the word
cat is made up of three phonemes,
/k/ /a/ /t/, and the word
ship is made up of three phonemes, /
sh/ /i/ /p/. Phonemic awareness deficits are the underlying
cause of dyslexia, and it is critical that children develop these
skills. Practice must be independent of working with letters
and must focus specifically on phonemes, or sounds.
Phonics
Instruction should be based upon the most reliable patterns
in reading and spelling, starting with the most common and
progressing to the most complex. Children should be given the skills necessary to “break the code.”
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Fluency
Fluency practice should be at the word level, and based upon common patterns of syllables, syllable division patterns,
and morphemes (the smallest meaningful unit, such as
–ing). Students with dyslexia also need to tackle
Instant Words,
those common words in English that don’t “play by the rules.” Yet they are the most common words in the English
language, as well as the first words beginning readers encounter.
Comprehension
Comprehension, the ultimate goal of reading, should not be assumed to be a by-product of decoding. Children with
dyslexia need explicit instruction in comprehension. Comprehension skills should include vocabulary, reasoning,
grammar, analysis, and listening. Children should have exposure to these skills through both narrative and expository
texts.
Spelling
Spelling is perhaps the single most difficult skill for dyslexics to master. Spelling instruction should be delivered
through a highly systematic approach beginning with the most common and reliable patterns in the English language.
Spelling instruction should reinforce skills being taught in reading.
Handwriting
Dyslexic students benefit from instruction in cursive handwriting. This instruction should focus on approach strokes,
proportion, and directionality. Handwriting reinforces a multisensory approach to reading and spelling.
Study Skills and Learning Strategies
Children with dyslexia need guidance in developing effective and efficient study habits. Organization is often a weakness
for children with dyslexia and they need guidance with time, space, and materials as well as an approach to the task at
hand. This should include a variety of skills and strategies to help the student develop metacognition, or “thinking about
thinking.”