Dyslexia in Utah
What is dyslexia?
Dyslexia is a specific learning disability that is neurological in origin. It is characterized by difficulties with
accurate, 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. Reduced reading experience can impede the growth of vocabulary and background
knowledge (The International Dyslexia Association, 2013).
One in 5 students, or approximately 15-20% of the population have dyslexia (National Institute of Health).
Dyslexia runs in families. “Dyslexia is strongly (54% to 75%) heritable, occurring in up to 68% of identical
twins and 50% of individuals who have a parent or sibling with dyslexia.” (Gabrieli, 2009)
Dyslexia in Utah
5.77% of Utah’s overall student enrollment qualify for special education under the category SLD (Specific
Learning Disability). Dyslexia is a qualifying condition of SLD. (State of Learning Disability (SofLD), 2014)
80% of people with a learning disability have dyslexia (American Pediatrics Association, 2011)
50.1% of all students in special education receiving services ages 6-21 are classified as SLD. (SofLD, 2014)
In 2013 there were 612,551 students in Utah’s public schools. Therefore, between 90,000 and 120,000 students
with dyslexia are in Utah’s Schools.
Utah is one of five states that have increased the number of SLD identification under IDEA. Most states are
decreasing identification with implementation of early interventions for students at risk for dyslexia. (SofLD ‘14).
Utah doesn’t keep track of how many IEPs are denied, however an informal survey of Decoding Dyslexia Utah
members found that 75% of them had been denied IEPs and services for their students before they looked
outside the public school system for solutions.
Early intervention and identification of students at risk for dyslexia
Early identification and intervention is the key to helping individuals with dyslexia succeed in school. Students
with Dyslexia need educators specially trained in sequenced, explicit, structured language instruction that is
evidence based for Dyslexia, (The International Dyslexia Association, 2013) (Shaywitz, 2008).
The American Academy of Pediatrics, 2011 reviewed “many studies on early intervention and found that when
intervention began in the 1st grade, the expected incidence of reading disability of 12-18% was reduced
substantially to 1.6 – 6%.”
Other students can benefit from a sequenced, explicit, structured language approach as well. Both “struggling
readers” and those identified with a learning disability benefit from early intervention. (Shaywitz, 2008).
Outcomes without appropriate interventions
Only 68% of students with an LD (of which dyslexia is the most common) leave high school with a diploma.
Nineteen percent drop out of high school vs. 8% of students in the general population, and 12% receive
certificates of completion (State of Learning Disability, 2014).
Two studies of prison populations found that while 1 in 5 people in the general population is dyslexic, HALF of
the prison population is dyslexic. (Dyslexia behind Bars, (2012) and The Dyslexia Study in Texas Prisons
(2002)).
Current Public School system for dyslexia
Students with dyslexia do qualify under IDEA, and dyslexia is listed as an eligible condition under the
definition of Specific Learning Disability (SLD) – However, most students with dyslexia will never be eligible
for special education.
Most dyslexics who qualify for special education do so in the third or fourth grade. By then the “ideal” time to
provide appropriate intervention has passed. The current use of the discrepancy model in Special Education has
a “wait to fail” approach instead of a proactive intervention approach. RTI or MTSS in general education with
the appropriate, Sequenced, Explicit, Multisensory interventions that are evidence base, is a better model
(American Pediatrics Association, 2011 and State of Learning Disability, 2014).
Teachers typically want to help but don’t have the tools or background to identify and work with these students.
Teacher in services are needed on Dyslexia warring signs and appropriate classroom intervention and
accommodations are needed (American Pediatrics Association, 2011).
Students with dyslexia can and should be identified as early as kindergarten (American Pediatrics Asso., 2011).
Most Dyslexic students are found in General Education, therefore appropriate intervention is critical in General
Education. Consistent and correlated interventions in both General and Special Education are needed.
Decoding Dyslexia Utah’s Goals
1. A universal definition and understanding of “Dyslexia.”
2. Pre-service and In-service teacher training on Dyslexia, its warning signs and appropriate intervention
strategies.
3. Dyslexia remediation programs. These include sequenced, explicit, structured language instruction that
is evidence based for dyslexia, which can be accessed by both general and special education
populations.
4. Early identification of students at risk for dyslexia and other struggling readers. Educators can
successfully screen for dyslexia in Kindergarten and 1st Grade.
5. Access to appropriate “assistive technologies” in the public school setting for students with dyslexia.
* The State of Learning Disabilities. National Center for Learning Disabilities. (2014). New York: National Center for Learning Disabilties.
Handler, S. M. (2011). Joint Technical Report—Learning Disabilities, Dyslexia, and Vision. Pediatrics: The official journal of the American
Academy of Pediatrics, 818-849.
Shaywitz, S. E. (2008). The Education of Dyslexic Children from Childhood to Young Adulthood. Annual Review of Psychology, 451-475.
Gabrieli, 2009, Dyslexia: a new synergy between education and cognitive neuroscience. Science. 2009 July