What is Dyslexia?

Definition of the
International Dyslexia Society

Dyslexia is a specific learning disability that is neurological 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 Adopted by the
National Institutes of Health

Dyslexia is one of several distinct learning disabilities.  It is a specific language-based disorder of constitutional origin characterized by difficulties in single word decoding, usually reflecting insufficient phonological processing abilities.  These difficulties in single word decoding are often unexpected in relation to age and other cognitive and academic abilities; they are not the result of generalized developmental disability or sensory impairment.

Dyslexia is manifested by variable difficulty with different forms of language, often including, in addition to problems reading, a conspicuous problem acquiring proficiency in writing and spelling.

Symptoms of Dyslexia

• Letter/Number Reversals

• Good listening comprehension

• Poor phonological awareness

• Weak decoding/word attack skills

• Significant spelling deficiency

• Weak sound/symbol knowledge

• Frequent errors in oral reading

• Poor handwriting

• Oral language difficulties in word retrieval, articulation, rapid naming and object naming

• Frequently guesses at words when reading

• Good reading comprehension (if decoded) given unlimited reading time

Margaret J. Kay, Ed.D., has been evaluating and serving the needs of dyslexic children and adults for over 27 years.

On-Line Resources

• Academy of Orton-Gillingham Practitioners
   
• International Dyslexia Society
   
• Recordings for the Dyslexic
   
• Dyslexia Resource Center
   
• SchwabLearning.org
   
• Reading Rockets
   
• Target the Problem
  

Suggested Reading

• Aaron, P.G. and Baker, C. (1991) Reading Disabilities in College and High School: Diagnosis and Management . York Press.
   
• Aaron, P.G. and Joshi, R.M. (1992) Reading Problems: Consultation and Remediation. Guilford Press.
   
• Clark, D. B. and Uhry, J.K. (1995) Dyslexia: Theory and Practice of Remedial Instruction. Baltimore, MD: York Press.
   
• Pennington, B. (1991). Diagnosing Learning disorders:  A Neuropsychological Framework.  Guilford Press.
   
• Richards, R.G. (1999) The Source for Dyslexia and Dysgraphia.  LinguiSystems, Inc.
   
• Shaywitz, S. (2003) Overcoming Dyslexia: A New and Complete Science-Based Program for Reading Problems at Any Level (Hardcover)
  
  From Publishers Weekly
  Yale neuroscientist Shaywitz demystifies the roots of dyslexia (a neurologically based reading difficulty affecting one in five children) and offers parents and educators hope that children with reading problems can be helped. Shaywitz delves deeply into how dyslexia occurs, explaining that magnetic resonance imaging has helped scientists trace the disability to a weakness in the language system at the phonological level. According to Shaywitz, science now has clear evidence that the brain of the dyslexic reader is activated in a different area than that of the non-impaired reader. Interestingly, the dyslexic reader may be strong in reasoning, problem solving and critical thinking, but invariably lacks phonemic awareness-the ability to break words apart into distinct sounds-which is critical in order to crack the reading code. The good news, Shaywitz claims, is that with the use of effective training programs, the brain can be rewired and dyslexic children can learn to read. She walks parents through ways to help children develop phonemic awareness, become fluent readers, and exercise the area of the brain essential for reading success. Early diagnosis and effective treatment, the author claims, are of utmost importance, although even older readers can learn to read skillfully with proper intervention. Shaywitz's groundbreaking work builds an important bridge from the laboratory to the home and classroom. 34 line drawings and graphs Copyright 2003 Reed Business Information, Inc.
   

Articles on this Site

Learning Disabilities Resource Kit

Three-Tiered Model of Reading Instruction

Organizations

• International Dyslexia Association (IDA)
  Formerly known as the Orton Dyslexia Society, the IDA is an international non-profit scientific and educational organization dedicated to the study and treatment of dyslexia.
  
  

• International Reading Association
  Seeks to promote high levels of literacy by improving the quality of reading instruction through studying the reading process.
  
  

• Recordings for the Blind & Dyslexic (RFB&D)
  The nation's leading educational lending library of academic and professional textbooks on audio tape.
   

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Last modified: January 03, 2008