Dyslexia
What is Dyslexia?
Dyslexia is a specific learning disability that is neurobiological in origin. It primarily affects a person's ability to accurately and fluently recognize words, decode unfamiliar words, and spell. Difficulties stem from weaknesses in phonological processing—the ability to identify and manipulate the sounds in spoken language. These challenges are often unexpected when compared to an individual's other cognitive abilities and educational opportunities.
Dyslexia is characterized by:
- Difficulty with accurate word recognition
- Slow or labored reading
- Difficulty decoding unfamiliar words
- Poor spelling
- Challenges with reading fluency
These reading difficulties can also affect reading comprehension and vocabulary growth because so much effort is required to decode words.
What Dyslexia Is Not
Research consistently shows that dyslexia is not:
- Seeing letters or words backwards
- A vision problem
- A measure of intelligence
- Caused by lack of motivation or poor instruction
Students with dyslexia typically possess average to above-average intelligence and can be highly successful when provided with appropriate instruction and support.
- Dyslexia affects approximately 15–20% of the population.
- It occurs in individuals of all intelligence levels.
- It often runs in families.
- It is found across all languages and cultures.
- Early identification and intervention significantly improve outcomes.
Students with dyslexia may demonstrate difficulties in one or more of the following areas:
Early Childhood
- Delayed speech or language development
- Difficulty learning nursery rhymes
- Trouble recognizing rhyming words
- Difficulty learning letter names and sounds
Elementary School
- Difficulty learning to read
- Poor spelling
- Slow or inaccurate reading
- Difficulty sounding out unfamiliar words
- Confusing similar letters or sounds
- Difficulty memorizing sight words
- Trouble remembering math facts
Older Students
- Slow reading rate
- Difficulty reading aloud
- Poor spelling despite instruction
- Difficulty taking notes while listening
- Challenges learning foreign languages
- Reading fatigue
- Avoidance of reading-intensive tasks
If parents or educators suspect a student may have dyslexia:
- Discuss concerns with the student's teacher.
- Contact the school counselor to initiate the Student Success Team (SST) process.
- The school reviews available academic data and classroom performance.
- The Student Success Team—including parents—determines whether additional intervention or a formal evaluation is appropriate.
- If warranted, the student may be evaluated for a Specific Learning Disability under the Individuals with Disabilities Education Act (IDEA).
Early identification is encouraged because intervention is most effective when begun as soon as reading difficulties are recognized.
-
- Dyslexia affects approximately 15–20% of the population.
- It occurs in individuals of all intelligence levels.
- It often runs in families.
- It is found across all languages and cultures.
- Early identification and intervention significantly improve outcomes.
-
Students with dyslexia may demonstrate difficulties in one or more of the following areas:
Early Childhood
- Delayed speech or language development
- Difficulty learning nursery rhymes
- Trouble recognizing rhyming words
- Difficulty learning letter names and sounds
Elementary School
- Difficulty learning to read
- Poor spelling
- Slow or inaccurate reading
- Difficulty sounding out unfamiliar words
- Confusing similar letters or sounds
- Difficulty memorizing sight words
- Trouble remembering math facts
Older Students
- Slow reading rate
- Difficulty reading aloud
- Poor spelling despite instruction
- Difficulty taking notes while listening
- Challenges learning foreign languages
- Reading fatigue
- Avoidance of reading-intensive tasks
-
If parents or educators suspect a student may have dyslexia:
- Discuss concerns with the student's teacher.
- Contact the school counselor to initiate the Student Success Team (SST) process.
- The school reviews available academic data and classroom performance.
- The Student Success Team—including parents—determines whether additional intervention or a formal evaluation is appropriate.
- If warranted, the student may be evaluated for a Specific Learning Disability under the Individuals with Disabilities Education Act (IDEA).
Early identification is encouraged because intervention is most effective when begun as soon as reading difficulties are recognized.
Effective Instruction
Students with dyslexia benefit from evidence-based, structured literacy instruction that is:
- Explicit
- Systematic
- Sequential
- Cumulative
- Multisensory
- Diagnostic and responsive to student progress
Instruction typically includes:
- Phonemic awareness
- Phonics
- Decoding
- Encoding (spelling)
- Fluency
- Vocabulary
- Reading comprehension
Classroom Accommodations (students eligible for special education services)
Accommodations should always be individualized to meet the student's needs. Examples may include:
- Extended time on assignments and assessments
- Reading text aloud
- Access to audiobooks
- Copies of teacher notes
- Reduced copying demands
- Alternative methods to demonstrate learning
- Small-group instruction
- Graphic organizers
- Preferential seating when appropriate
Assistive Technology (students eligible for special education services)
Technology can help students access grade-level curriculum while reducing barriers related to reading and writing.
Examples include:
- Text-to-speech software
- Speech-to-text software
- Word prediction programs
- Digital dictionaries
- Grammar support
- Audiobooks
- Graphic organizers
Family and School Partnership
Parents are encouraged to:
- Share concerns early with teachers.
- Participate in the Student Success Team (SST) and eligibility meetings.
- Monitor student progress.
- Read regularly with their child.
- Encourage confidence and celebrate strengths.
- Maintain communication with school staff regarding instructional support and accommodations.
Contact Information
Rebecca Spengler, Dyslexia Specialist
rspengler@dcpsnet.org
Resources for additional information:
Virginia Department of Education (VDOE) Dyslexia
VDOE Dyslexia Supplementary Guide
International Dyslexia Association (IDA)
IDA Dyslexia Handbook
IDA Dyslexia in the Classroom