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Dyslexia PowerUp Creating  Success  for Children with Dyslexia

CREATING LITERACY SUCCESS & EMPOWERING CHILDREN WITH DYSLEXIA

CREATING LITERACY SUCCESS & EMPOWERING CHILDREN WITH DYSLEXIACREATING LITERACY SUCCESS & EMPOWERING CHILDREN WITH DYSLEXIA

WHAT IS DYSLEXIA?

Dyslexia is a language-based learning difference that is neurologically-based and interferes with the acquisition and processing of linguistic information, varying in degrees of severity. It is manifested by difficulties in single-word decoding due to a deficit in phonological processing, reading, writing, spelling and sometimes arithmetic. Accompanying weaknesses may be identified in areas of speed of processing, short term memory, working memory, sequencing, auditory and/or visual perception, and motor skills. 


Children with Dyslexia are those who, despite having average to above average intelligence, traditional classroom instruction, normal vision and hearing, and socio-cultural opportunities failed to master the basic elements of the language system of their culture.  Although Dyslexia is life-long condition, children with Dyslexia will successfully respond to timely and appropriate intervention.


Definition of Dyslexia by the International Dyslexia Association (2002)


“Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or 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 and reduced reading experience that can impede growth of vocabulary and background knowledge.” 


Definition of Dyslexia by The British Dyslexia Association (2009)  


"Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling. Characteristic features of dyslexia are difficulties in phonological awareness, verbal memory and verbal processing speed. Dyslexia occurs across the range of intellectual abilities. It is best thought of as a continuum, not a distinct category, and there are no clear cut-off points. Co-occurring difficulties may be seen in aspects of language, motor co-ordination, mental calculation, concentration and personal organisation, but these are not, by themselves, markers of dyslexia. A good indication of the severity and persistence of dyslexic difficulties can be gained by examining how the individual responds or has responded to well-founded intervention.

Learn More

To learn more about Dyslexia, please refer to the resource, "What is Dyslexia?" by Understood. 

Find out more

WHAT ARE THE SIGNS OF DYSLEXIA?

The clues can appear before a child begins school or as early as preschool.

HERE ARE SOME COMMON SIGNS TO WATCH OUT FOR

Preschool Years

Kindergarten & First Grade

Kindergarten & First Grade

  • Trouble learning common nursery rhymes, such as “Jack and Jill”
  • Difficulty learning (and remembering) the names of letters in the alphabet
  • Seems unable to recognize letters in his or her own name
  • Mispronounces familiar words; persistent “baby talk”
  • Doesn’t recognize rhyming patterns like cat, bat, rat
  • Auditory and/or visual processing deficits
  • Issues with short-term memory, rapid automatized naming, and expressive vocabulary 
  • Late in talking/speech and language delays
  • A family history of reading and/or spelling difficulties (dyslexia often runs in families)

Kindergarten & First Grade

Kindergarten & First Grade

Kindergarten & First Grade

  • Reading errors that show no connection to the sounds of the letters on the page—will say “puppy” instead of the written word “dog” on an illustrated page with a picture of a dog
  • Does not understand that words come apart
  • Complains about how hard reading is; “disappears” when it is time to read
  • A history of reading problems in parents or siblings
  • Cannot sound out even simple words like cat, map, nap
  • Does not associate letters with sounds, such as the letter b with the “b” sound 



STRENGTHS

  • Curiosity
  • Great imagination
  • Ability to figure things out; gets the gist of things
  • Eager to embrace new ideas
  • A good understanding of new concepts
  • Surprising maturity
  • A larger vocabulary than typical for age group
  • Enjoys solving puzzles
  • Talent for building models
  • Excellent comprehension of stories read or told to him or her

Second Grade & Higher

Kindergarten & First Grade

Second Grade & Higher

  • Very slow in acquiring reading skills.  Reading is slow and awkward.
  • Trouble reading unfamiliar words, often making wild guesses because he or she cannot sound out the word
  • Doesn’t seem to have a strategy for reading new words
  • Avoids reading out loud
  • Searches for a specific word and ends up using vague language, such as “stuff” or “thing,” without naming the object
  • Pauses, hesitates, and/or uses lots of “um’s” when speaking
  • Confuses words that sound alike, such as saying “tornado” for “volcano,” substituting “lotion” for “ocean”
  • Mispronunciation of long, unfamiliar or complicated words
  • Seems to need extra time to respond to questions
  • Trouble remembering dates, names, telephone numbers, random lists
  • Struggles to finish tests on time
  • Extreme difficulty learning a foreign language
  • Poor spelling
  • Messy handwriting
  • Low self-esteem that may not be immediately visible



STRENGTHS

  • Excellent thinking skills: conceptualization, reasoning, imagination, abstraction
  • Learning that is accomplished best through meaning rather than rote memorization
  • Ability to get the “big picture”
  • A high level of understanding of what is read to him or her
  • The ability to read and to understand at a high level overlearned (or highly practiced) words in a special area of interest
  • Improvement as an area of interest becomes more specialized and focused—and a miniature vocabulary is developed that allows for reading in that subject area
  • A surprisingly sophisticated listening vocabulary
  • Excels in areas not dependent on reading, such as computers and visual arts, or in more conceptual (versus fact-driven) subjects, including social studies, and creative writing

Check out this informative video by Embracing Dyslexia!  (Viewing Time: 50:31)

SOURCE

Signs of Dyslexia. Retrieved September 09, 2021, from http://dyslexia.yale.edu/dyslexia/signs-of-dyslexia/


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