Research Definition-IDA,
2002
Why define dyslexia?
Dyslexia Is…
Dyslexia isn’t…
Brain research
Dyslexia 101
Dyslexia is a specific learning _________ that is___________ based and
characterized by difficulties with decoding and _______ that are the result of
a deficit in the ________component of language and is often______ in
relation to other__________ abilities and effective classroom instruction,
secondary consequences may include problems in_________.
Word Bank: comprehension
phonological
disability
neurologically
encoding
unexpected
cognitive
• Clear up myths and misconceptions
• Link the public to information and resources
• Enable research on the value of educational treatments
• Is a language-based problem
• Exists across all levels of intelligence
• An appropriate label for 5% of students with reading problems
• Occurs at all socioeconomic levels
• Occurs slightly more often in boys than in girls
• A matter of degree of difficulty with reading and not a different type
of problem
• Not a visual problem
• Not seeing words backwards or seeing shaking letters
• Not a lack of intelligence
• Not due to lack of effort
• Not a developmental lag
• Not uncommon 0 5%-17.5%
Of population
• Not responsive to standard reading instruction
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State Policy
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New fMRI technology, scientists have discovered that the brains of
struggling readers and the brains of strong readers work differently
Differences DO NOT have anything to do with intelligence or a hole
or defect in the structure of the brain
Differences are in the way the brain communicates
Skilled readers use the left side of the brain
Struggling readers show over activation on the right side of the brain
North Carolina policy: we determine eligibility for Specific Learning
Disabilities, based on educational need
Students with dyslexia may or may not meet the criteria to be found
eligible for special education services
Some states disallow the use of the “d word”
Others, such as Texas and Louisiana, have special rules, funding
sources, and policies regarding the identification and treatment of
dyslexia
A common definition may help generate more consistent policies
across states
Jobs of the three main
components of the
“reading brain”
How Prevalent Is
Dyslexia?
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Preschool and
Kindergarten
Grades K-1
Grades 2-3
Grades 4-6
Grades 7-8
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Phoneme Producer
Word Analyzer
Automatic Detector
15% of the population is Learning Disabled
75-80% of these are disabled in reading
Males slightly more often affected
74% of poor 3rd graders were still impaired when tested in high
school
“Compensated” adult dyslexics still demonstrate measurable
underlying problems
Characteristics of Learning Disabilities
Late learning to talk or slow to learn new words
Trouble producing speech sounds
Avoids letters or confuses them
Cannot recall sounds of letters
Unable to break words into separate speech sounds
Trouble learning phonics (sounds of letters)
Low on phoneme awareness tests (taking apart speech sounds in
words)
Poor spelling
Cannot remember “sight” words
Poor handwriting
Cannot recall sight words even after practice
Poor phonics skills
Poor spelling
Speech sounds omitted
Inaccurate recall of speech sounds for letters
Poor recall for even the commonest “little” words
ADDITIONAL PROBLEMS
Inaccurate and slow oral reading
Comprehension problems arising from poor word recognition
Poor handwriting and/or written expression
Avoidance of reading and writing
Slow on oral reading fluency tests
Inaccurate reading of real & nonsense words
Poor spelling, handwriting & written expression
Avoidance of reading
Weak in reading strategies
Weak reading comprehension when compared to listening
comprehension
Slow and laborious reading
Overwhelmed by multiple assignments
Cannot work fast enough to cope
Lack of effective strategies for studying
Needs accommodations and modifications
High School
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Statistics
Phonological Processing:
Three main causes for
difficulty
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Written work remains a huge problem
Reads slowly
Comprehension and vocabulary may have declined from lack of
practice
Writes poorly and with great effort
Needs strategy and study skills instruction
Needs accommodations and modifications
May need foreign language exemption if accommodations do not
provide enough support
Delivery of remedial instruction still critical
Causes of Reading Difficulties
90% of poor readers have problems with word reading accuracy
Reading difficulty is related to inherited brain differences
Phonemic Awareness
Word Retrieval
Working Term Memory
Creative, Concrete Instructional Responses
Explicit
Multisensory
Systematic
Direct
Lynn Bailey, Literacy Consultant, Exceptional Children Division, Department of Public Instruction
lynn.bailey@nc.dpi.gov
August 13, 2013