Dyslexia is linguistic-- a language processing deficit characterized by extreme difficulty with segmenting phonemes. The research has demonstrated that there is no difference between the letter reversals of young dyslexic and non-dyslexic children.(Lowery, 2017; Olumide, et al., 2013; Shaywitz, 2005, 2017; Vellutino, et al., 2004)

MYTH: Mirror writing is a symptom of dyslexia

Backwards writing and reversals of letters and words are common in the early stages of writing development. Dyslexic children have problems in naming letters--accessing and rapidly retrieving the letter names-- but not in copying letters. (Dehaene, 2010; Shaywitz, 2005; 2017)

MYTH: Dyslexia only affects boys

According to the Yale Center for Dyslexia  both boys and girls are affected with the same frequency, but boys tends to be referred more often for evaluation and treatment (Shaywitz, 2017)

MYTH: Dyslexia is rare

NIH research has shown that 5-10% of the population can be diagnosed with dyslexia. Some prevalence estimates in the literature are even higher. (Lowery, 2017; Ozernov-Palchik & Gaab, 2016; Olivardia, 2015; Shaywitz, 2017)

MYTH: Children with dyslexia get help in school

Only one in ten students with dyslexia qualify for an IEP (University of Michigan).

MYTH: Bright/gifted children can't be dyslexic

Dyslexia occurs at all levels of intelligence. Some of the brightest people are affected by dyslexia. (Shaywitz, 2017)

MYTH: People who are dyslexic can't read

According to the Yale Center for Dyslexia, most people with dyslexia do learn to read. However, their reading continues to be characterized by effortful processing: "Typical readers of the same ability level early on become fluent readers so that reading is automatic, fast, and pleasurable. In contrast, dyslexic children remain “manual" readers who read slowly and with great effort". (Shaywitz, 2017)

MYTH: Dyslexia cannot be diagnosed in schools

The signs and symptoms of dyslexia are well known, well documented, and testable through currently available educational assessments (Ozernov-Palchik & Gaab, 2016).

MYTH: Dyslexia is not evident and cannot be diagnosed before third grade

There are many signs and symptoms that are evident before children learn to read. For example, signs may include impaired articulation, difficulty rhyming, challenges with word-play/nursery rhymes, etc. In fact, we can diagnose signs of dyslexia in preschool and we can accurately diagnose dyslexia in first grade (Ozernov-Palchik & Gaab, 2016).

MYTH: Dyslexia is a medical diagnosis

Dyslexia is not considered to be a medical diagnosis among experts. Doctors do not have the requisite training in language development, reading, written expression, spelling, or assessment.

MYTH: Most reading teachers and special education teachers are well trained in the diagnosis and remediation of dyslexia

Recent graduate students with a Master’s degree in reading have not had any courses on dyslexia. Additionally, few literary coaches and resource specialists have had training in dyslexia either (University of Michigan).

MYTH: Most reading specialists know the latest research on dyslexia

According to the University of Michigan, recent research has shown that most teacher-training programs aren’t teaching specific courses on reading development. Preservice teachers are not exposed to characteristics of dyslexia, identification of young children at risk for reading failure, how to teach linguistic skills, explicit instruction in letter sounds and syllables, and teaching phonics in a systematic, organized way (ie., by syllable type)--despite the fact that research has supported systematic, stepwise, explicit phonics instruction for many years (University of Michigan).

MYTH: Reading is a natural process

There is nothing "natural" about reading. Our brains are not naturally wired for reading. Reading is a recent invention, and our brains co-opted spaces originally designed for other functions to adapt to reading. (Dehaene, 2010; Wolf & Potter, 2008).

MYTH: Reading is instinctive for children as they learn oral language

"Scientific research simply does not support the claim that context and authentic text are a proxy for decoding skills. To guess the pronunciation of words from context, the context must predict the words. But content words—the most important words for text comprehension—can be predicted from surrounding context only 10 to 20 percent of the time (Gough et al. 1981). Instead, the choice strategy for beginning readers is to decode letters to sounds in an increasingly complete and accurate manner"...(Lyon, G.R., ASCD. Stanovich, K.)

MYTH: Good readers use context to aid in the decoding of unfamiliar words.

This is simply not true. Good readers do not rely on context. In contrast to conventional practice and understanding, over-reliance on context for guessing words is a sign of poor reading skill and a possible indicator of dyslexia. Good readers employ context for overall comprehension, but the decoding process is so automatic they do not have to use context to identify words (Stanovich et al,, Lyon, Just & Carpenter, others...) 

A “one size fits all” curriculum approach does not meet the needs of all students at any moment in time. Reading Workshop offers methods designed to emphasize the practices and skills of comprehension for all students. Teachers show students how to draw upon a repertoire of strategies that proficient readers use to make meaning of text. With the workshop model, teachers can tailor instruction to meet the individualized needs of the students. The approach offers students the power of choice and voice, and invites children to develop a love of reading.  

 

Engaging classroom libraries are at the heart of every classroom.  One overarching goal is to teach students how to choose books that they can actually read. Through an emphasis on reading high volumes of engaging texts coupled with high comprehension and high interest, students evolve into real readers.

 

A second goal is to empower students with metacognitive strategies so they can successfully access texts. The predictable structures of the workshop allow teachers to be responsive and adapt their reading instruction as needed.  The teacher studies student data and plans instruction that builds on the child’s strengths and needs.

 

Each day, the teacher launches the workshop with a whole group 10 minute minilesson. Through explicit modeling she uses a mentor text to demonstrate how to think and make meaning, or she may think through the text together with students demonstrating the practices and habits of reading. The bulk of the workshop is spent during middle part of the block-- the 30-40 minutes where the teacher is providing multiple opportunities to personalize instruction. Through a variety of methods, whether one-on-one conferring, delivering flexible groups for strategy instruction, or through homogeneous guided reading groups, the teacher customizes instruction to meet the unique needs of the learner.

 

At the end of the workshop, the teacher reconvenes the class for a 10 minute wrap-up or Share segment of the block. Students may reflect on their learning and set goals, share their learning and inspire others with their deep thinking, or the teacher may use the time to squeeze in one more technique or strategy.