What Is Dyslexia?

Dyslexia (pronounced: dis-LEK-see-uh) is a type of learning disability. A person with a

learning disability has trouble processing words or numbers. There are several kinds of
learning disabilities — dyslexia is the term used when people have trouble learning to
read, even though they are smart and are motivated to learn.

Dyslexia is different for everyone. Some people have a mild form that they eventually
learn how to manage. Others have a little more trouble overcoming it. Even if children
aren't able to fully outgrow dyslexia, they can still go to college and succeed in life.

Myths or Facts

1. Myth: Smart people cannot be dyslexic or have a learning disability.

Fact: Dyslexia and intelligence are NOT connected. Many dyslexic individuals
are very bright and creative and have accomplished amazing things as adults.
2. Myth: Dyslexia can be outgrown.
Fact: Dyslexia is a lifelong issue; yearly monitoring of phonological skills from
first through twelfth grade shows that the disability persists into adulthood.
Although many dyslexics learn to read accurately they may continue to read
slowly and not automatically.
3. Myth: Dyslexia is innate, incurable, and permanent.
Fact: While dyslexia is a lifelong learning disability, early, intensive, and
systematic intervention can help a student keep up and retain his grade level in
school, as well as minimize the negative effects dyslexia can have, such as low
self-esteem and poor self-concept as a learner.
4. Myth: There is no way to diagnose dyslexia.
Fact: We can accurately identify those who are at-risk for dyslexia as early as
preschool; and identify dyslexia as early as 1st grade.
5. Myth: Dyslexia is caused by a lack of phonics instruction.
Fact: Increased phonics instruction will not help a child with dyslexia. Children
with dyslexia are able to learn phonics once they have the underlying phonemic
awareness abilities; although they may continue having trouble applying it.
6. Myth: People with dyslexia cannot read.
Fact: Incorrect. Most children and adults with dyslexia are able to read, even if it
is at a basic level. Spelling is one of the classic red flags alerting parents and
 teachers of a serious underlying problem. The child may be unable to understand
the basic code of the English language and cannot break down or reconstruct
(with spelling) words using codes (letters).
7. Myth: Dyslexia is a visual problem – dyslexics see words backwards and
letters reversed.
Fact: This was proven inaccurate by a study by Professor Frank Vellutino while
at the University at Albany. He asked dyslexic and non-dyslexic American
students to reproduce a series of Hebrew letters that none of them had ever seen
before. 

Developing inclusive and supportive learning environments

The challenges for learners with dyslexia vary from person to person, so the
focus of teaching should be on making the learning environment as inclusive and
supportive as possible. Inclusion is, ‘A sense of belonging: feeling respected, valued for
who you are; feeling a level of supportive energy and commitment from others so that
you can do your best work’ (Miller & Katz 2002).

1. Create a supportive and collaborative classroom culture

Create a supportive and collaborative classroom culture by getting to know all your
learners as individuals and encouraging them to get to know each other. 

2. Use multisensory input and activities

Use multisensory input and activities to give learners more than one way to make
connections and learn concepts. For example, use flash cards, puppets, story videos and
real objects in the classroom. When learners use more than one sense at a time, their
brain is stimulated in a variety of ways. Multisensory activities may involve a
combination of reading, listening, viewing, touching an object, moving physically
around the space, or using gesture.

3. Offer learners choices

Offer learners choices in how they engage with tasks to make learning more meaningful
and inclusive. For example, learners might ‘draw’ rather than write notes during a
listening task or while preparing for a speaking task.
4. Have L-shaped cards available

Have L-shaped cards available for learners to frame sections of textbook pages and help
focus their attention. Encourage learners to use a plain piece of paper to cover reading
texts and reveal one line at a time as they read. These are useful techniques for all
learners when you are teaching reading skills.

5. Present new language in small and manageable chunks

Present new language in small and manageable chunks so that you don’t overload
learners. Focus on key language from the exam wordlists and the language
specifications in the teacher handbook.

6. Spend some time explicitly teaching exam strategies

Spend some time explicitly teaching exam strategies, such as how to approach
particular tasks in the exam, and break these down into a series of simple steps.

7. Use concept-checking questions

Use concept-checking questions (CCQs) to check your learners’ understanding of a new

word or grammatical item. CCQs are better than just asking ‘Do you understand?’.
Example CCQs for the adjective quick might be: ‘What things do you know that are
quick?’, ‘What’s the opposite of quick?’ or ‘Are snails quick?’. You could also use
pictures of objects or gestures to check your learners’ understanding.

8. Offer lots of opportunities for learners to recap and review language

Offer lots of opportunities for learners to recap and review language, especially from
the exam wordlists. Use varied techniques to help learners memorise new words,
including drawing, music or rhythm, movement, gesture and visualisation techniques.

9. Try different approaches to giving feedback

Talk to your learners about what type of feedback works best for them. Remember that
hearing the teacher’s voice can feel more personal and supportive than receiving
written feedback in red pen, so try making a short video or voice recording with your
comments.
10. Remember that assessment should be ongoing

Remember that assessment should be ongoing and isn’t the end of the learning process.
If you give something back to a learner to correct, make sure you check the next version
and then give them feedback on this too. The challenges that learners with dyslexia
experience often lead to low levels of confidence, so remember to include positive
feedback to encourage learners and build self-esteem. 

Ways To Help

Educational interventions
A number of educational interventions and programmes are available for children with dyslexia.

These can range from regular teaching in small groups with a learning support assistant who
delivers work set by teaching staff, to 1-to-1 lessons with a specialist teacher.

Interventions may focus on phonological skills, which is the ability to identify and process word
sounds. These interventions are often referred to as phonics.

Phonics interventions can involve teaching a child to:

 recognise and identify sounds in spoken words (for example, helping them recognise that
even short words such as "hat" are actually made up of 3 sounds: "h", "a" and "t")
 combine letters to create words, and over time, use the words to create more complex
sentences
 monitor their own understanding while they read (for example, by encouraging them to
ask questions if they notice gaps in their understanding)
These interventions should ideally be delivered in a highly structured way with development in
small steps and should involve regularly practising what's been learnt.

It's recommended that your child is taught in a multisensory way, where they use several senses
at the same time.

An example of multisensory teaching is where a child is taught to see the letter "a", say its name
and sound and write it in the air, all at the same time.

How you can help your child

As a parent, you might be unsure about the best way to help your child.

Read to your child

This will improve their vocabulary and listening skills, and will also encourage their interest in
books.

Share reading

Both read some of the book and then discuss what's happening, or what might happen.

Overlearning

You may get bored of reading your child's favourite book over and over, but repetition will
reinforce their understanding and means they'll become familiar with the text.

Silent reading

Children also need the chance to read alone to encourage their independence and fluency.

Make reading fun

Reading should be a pleasure, not a chore. Use books about subjects your child is interested in,
and make sure that reading takes place in a relaxed and comfortable environment.

Parents also play a significant role in improving their child's confidence, so it's important to
encourage and support your child as they learn.

Adults
Much of the advice and techniques used to help children with dyslexia are also relevant for
adults.

Making use of technology, such as word processors and electronic organisers, can help with your
writing and organising daily activities.

Using a multisensory approach to learning can be helpful. For example, you could use a digital
recorder to record a lecture and then listen to it as you read your notes.

It can also be useful to break large tasks and activities down into smaller steps.
If you need to draw up a plan or make notes about a certain topic, you may find it useful to create
a mind map, rather than writing a list.

Mind maps are diagrams that use images and keywords to create a visual representation of a
subject or plan.

Adjustments at work

If you're in work, let your employer know that you have dyslexia, as they're required by law to
make reasonable adjustments to the workplace to assist you.

Examples of reasonable adjustments may include:

 providing you with assistance technology, such as digital recorders or speech-to-

text software
 giving you instructions verbally, rather than in writing
 allowing you extra time for tasks you find particularly difficult
 providing you with information in formats you find accessible

Accommodations for kids with dyslexia

Kids with demonstrated dyslexia are eligible for accommodations in school. “Dyslexia
robs a person of time,” Dr. Shaywitz explains, “and accommodations give the time back
to her.” Accommodations may include:

 Extra time on tests

 A quiet space to work
 The option to record lectures
 The option to give verbal, rather than written, answers (when appropriate)
 Elimination of oral reading in class
 Exemption from foreign language learning

Other ways to support a child with dyslexia

One of the best ways to support a child with dyslexia — or any child who is struggling
— is to encourage those activities that they like and feel good at, whether it is music,
joining a sports team or anything else that helps build her confidence.

Other things that may help your child with dyslexia include:
  Listening to audio books as an alternative to reading
 Typing on a computer or tablet instead of writing
 Apps that can make learning fun by turning decoding into a game
 Using a ruler to help kids read in a straight line, which can help keep them
focused

Emotional support

Dyslexia can result in frustration, embarrassment, avoidance and low self-esteem as a

result of difficulties performing tasks that seem to come naturally to others.
Demystifying thelearning disorder with your child can help him develop the tools —
and resilience — necessary to manage it, both in school and in social circumstances.
Some things you can do to help include:

 Discuss the specific challenges that result from dyslexia: “You know how you
have a hard time reading signs or copying notes from the board? That’s
dyslexia.”
 Acknowledge their effort and celebrate hard work, even if there are still
mistakes: “I know how difficult that reading homework was. I am so proud of
how hard you tried.”
 Help them recognize their strengths: “You showed such great sportsmanship
and teamwork in the soccer game the other night, and that was a great goal you
scored!”
 Combat negative self-talk: If your child starts saying things like, “I’m just
stupid,” don’t ignore it. Instead, check out these ideas for helping kids who are
too hard on themselves.
References

https://childmind.org/article/understanding-dyslexia/

https://www.nhs.uk/conditions/dyslexia/living-with/

https://www.cambridgeenglish.org/blog/ten-ways-to-support-learners-with-dyslexia/

https://www.webmd.com/children/understanding-dyslexia-basics

https://kidshealth.org/en/teens/dyslexia.html

http://dyslexiahelp.umich.edu/dyslexics/learn-about-dyslexia/what-is-dyslexia/
dyslexia-myths-and-facts