![]() ![]() Decoding is the ability to recognize the words on a printed page. Although dyslexia and dysgraphia frequently occur together, problems with spelling and writing can occur when reading skills are intact.Īccording to the Simple View of Reading (Gough & Tunmer, 1986 Hoover & Gough, 1990), reading comprehension is the product of decoding and language comprehension. Individuals with dyslexia usually struggle with spelling and writing these difficulties are often referred to as dysgraphia. Students with dyslexia may also experience difficulties with attention, organization, and executive function (e.g., beginning and completing homework assignments, maintaining focus on tasks, keeping track of supplies and materials), left/right confusion, concepts related to time and space, math (memorizing math facts and reading/understanding word problems), handwriting, learning foreign languages or English as a second language, and social skills (making or keeping friends). Students with dyslexia may also have difficulties with listening and speaking that affect reading comprehension, but these language comprehension issues are not directly related to their dyslexia.Ĭommon difficulties accompanying dyslexia It can also impact the comprehension of complex syntactic structures and the acquisition of academic vocabulary found primarily in written text. However, reduced reading efficiency can interfere with the acquisition of information typically learned through reading. ![]() The definition also stresses that, although students with dyslexia often have reading comprehension problems, these are due to problems in “cracking the code” and reduced fluency rather than language comprehension issues. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge. It is important to note that many students with dyslexia show unexpected strengths or talents, such as strong underlying oral language abilities (other than phonological awareness), unusual visual spatial abilities (e.g., talents in landscape architecture), and notable entrepreneurial or mechanical abilities, and may excel in areas such as music, art, drama, sports, creative writing, math, and social skills (e.g., sales). Phonemic awareness is directly linked to a student’s ability to learn phonics, or the associations of letters and sounds, which is necessary to decode unfamiliar words. This section of the definition highlights the importance of primary difficulties in automatic word recognition due to weaknesses in underlying phonological processing abilities, such as phonemic awareness. 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. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These differences lead to problems in processing, storing, or producing information and should not be confused with mental retardation, autism, deafness, blindness, or behavioral disorders. Dyslexia is caused by differences in brain structure or brain functioning that are present at birth but become evident only as students are learning to read. In other words, students are born with dyslexia, often with a genetic base. The following definition (in italics and bolded) was adopted by the International Dyslexia Association in 2002 and is used by the National Institute of Child Health and Human Development:ĭyslexia is a specific learning disability that is neurobiological in origin. Although estimates vary, approximately 15 percent to 20 percent of the population will experience difficulties related to dyslexia. It often runs in families and does not affect general intelligence. The purpose of this paper is to help educators recognize the warning signs of dyslexia and provide the appropriate interventions so that students like Henry can become successful readers and motivated learners.ĭyslexia is generally defined as a disorder that involves difficulty learning to read associated with specific problems in word identification. Their struggle is often unexpected in relation to their other adequate or even exceptional abilities-hence the admonishment. ![]() Although Henry and students like him are trying hard, they struggle with underlying processing difficulties associated with dyslexia. If Henry had a dime for every time his teacher asked him to try harder, he’d be a rich kid! This experience is common for students with dyslexia, which is often referred to as the hidden disability. What is Dyslexia and How Does It Affect the Reading Process
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