Dyslexia Information

Many young children reverse letters when learning to read and write.
Reversing letters is not necessarily an indicator of the presence or absence of dyslexia in beginning readers (Elliot and Grigorenko 2014; Hasbrouck 2020; Kilpatrick 2016), although its persistence may indicate dyslexia.

Dyslexia is not a vision problem. It is a language-based problem. Therefore, treating dyslexia with therapies to improve visual function or tinted lenses/filters is not indicated (AAP 2009).

All reading difficulties, including dyslexia and related conditions, present in various ways from mild to severe. Some children with characteristics of dyslexia meet the eligibility requirements for special education in the specific learning
disability (SLD) category. Some do not. All students receive appropriate high-quality universal, differentiated, responsive instruction. If reading challenges are identified, students may receive additional interventions within the regular education class. Students who do not respond to these interventions may be eligible to receive interventions through the state’s defined special education eligibility process.

The ability to learn to read does not directly correlate with a person’s intelligence (Elliot and Grigorenko 2014; Vellutino et al. 2000). Some students with dyslexia or related conditions perform well in school while others may not. Some higher performing students with dyslexia or related conditions have received appropriate instruction, accommodations, and/or supports, and/or have developed their own coping skills and strategies.

Students with dyslexia can learn to read with comprehensive, responsive, and targeted instruction (Vellutino et al. 1996; Kilpatrick 2020). However, they often do so with greater effort.

Individuals with dyslexia can have good comprehension skills, but their comprehension may be impacted by the amount of mental effort required to decode. In addition to decoding skills, reading comprehension depends upon many factors like vocabulary, background knowledge, text complexity, working memory, purpose for reading, engagement, and interest (Fletcher et al 2019).

Dyslexia is not the only reading difficulty. There are other profiles and conditions that may impact learning to read (Valencia and Buly 2004; Spear Swerling 2015) See Appendix D for more information.

When students with dyslexia appear capable and successful in other domains of learning, people may think that if they just tried harder during instruction and intervention, they would learn to read. Many individuals with dyslexia suffer from low self-esteem, anger, anxiety, hopelessness, and shame, especially when they are working as hard as they can without improvement (Hasbrouck 2021; Shaywitz and Shaywitz 2020).

Early identification of students with characteristics of dyslexia followed by “powerful and age-appropriate
instruction” (Hasbrouck 2020, 37) can help prevent the reading difficulties associated with dyslexia for many children (Hasbrouck 2020; Kilpatrick 2020; Vellutino et al. 1996). Studies such as Vellutino et al. 1996 have shown “most reading difficulties can be successfully remediated. Furthermore, they showed we can prevent most reading difficulties from happening in the first place” (Kilpatrick 2020, 28). However, some dyslexic learners may only become accurate but not automatic word readers (Fletcher et al. 2019).

Uppercase/Lowercase Letter & Sound Identification, Concepts Of Print, Phonemic Awareness

Phonemic Awareness, Lowercase Letter & Sound Identification, Developmental Spelling Level, High-Frequency Word Knowledge, Reading Level, Independent Writing Level

MAP Assessment (foundational skills, language, language & writing, reading), Developmental Spelling Level, Reading Level,
Independent Writing Level

MAP Assessment (key ideas & details, craft & structure, vocabulary), Developmental Spelling Level, Reading Level,
Independent Writing Level

Read aloud books with rhyme patterns and repetitive text.
Use songs, chants, and nursery rhymes.
Engage a child in conversation with open-ended questions.
Encourage fine motor development.

Continue to read aloud.
Listen to your child read aloud books sent home from school
Play games that build sight-word recognition (e.g., sight-word bingo).
Demonstrate strategies for decoding and monitoring for meaning while reading.
Practice writing words together. Use strategies such as make lists or writing notes to family members. Spell the word aloud, write it, then repeat it.
Engage in question-based discussion.

Help the student select reading material at their reading level.
Listen to the student read aloud.
Engage the student in a conversation about a text. Use open ended questions such as “What are you thinking and wondering about?”
“What else did you notice?” “Say more.” “What is your evidence for your thinking?”
Practice writing words together. Use strategies such as make lists or writing notes to family members. Spell the word aloud, write it, then repeat it.
Continue to read to your child, including texts that are above your child’s reading level.

Provide a homework routine and location.
Guide and teach time-management and planning skills.
Assist with and support the use of technology to increase engagement and ease of writing.
Encourage reading for pleasure with both books and age-appropriate magazines.
Children at this age often still enjoy being read to.

Encourage reading for pleasure with both books and age-appropriate magazines.
Ensure access to a library and other sources of reference information.
Assist with and support the use of technology to increase access and ease.
Help the student understand their learning needs. Provide them with the language necessary to advocate on their own behalf with teachers.