Dyslexia

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Dyslexia is a disability that impacts one's ability to read, write, spell and even speak.  People with dyslexia can struggle with developing the foundations of language and need interventions to minimize the impact of dyslexia to be successful learners.  We stand out from many other dyslexia tutoring programs because we teach not only the development of the foundations of reading but we also include the application of these strategies.  We intervene with Orton Gillingham and Wilson trained teachers and teach the isolated skills, teach the application of those skills and see enhanced readers, writers and learners.  We utilize a whole learning approach to maximize gains and create competent learners!

Whether or not your child has an official diagnosis of dyslexia or not, we will create a program to support their unique learning needs.  

Signs of Dyslexia

Signs of dyslexia can be difficult to recognize before your child enters school, but some early clues may indicate a problem. Once your child reaches school age, your child's teacher may be the first to notice a problem. Severity varies, but the condition often becomes apparent as a child starts learning to read.

Before school

Signs that a young child may be at risk of dyslexia include:

  • Late talking
  • Learning new words slowly
  • Problems forming words correctly, such as reversing sounds in words or confusing words that sound alike
  • Problems remembering or naming letters, numbers and colors
  • Difficulty learning nursery rhymes or playing rhyming games

School age

Once your child is in school, dyslexia signs and symptoms may become more apparent, including:

  • Reading well below the expected level for age
  • Problems processing and understanding what he or she hears
  • Difficulty finding the right word or forming answers to questions
  • Problems remembering the sequence of things
  • Difficulty seeing (and occasionally hearing) similarities and differences in letters and words
  • Inability to sound out the pronunciation of an unfamiliar word
  • Difficulty spelling
  • Spending an unusually long time completing tasks that involve reading or writing
  • Avoiding activities that involve reading

Teens and adults

Dyslexia signs in teens and adults are similar to those in children. Some common dyslexia signs and symptoms in teens and adults include:

  • Difficulty reading, including reading aloud
  • Slow and labor-intensive reading and writing
  • Problems spelling
  • Avoiding activities that involve reading
  • Mispronouncing names or words, or problems retrieving words
  • Trouble understanding jokes or expressions that have a meaning not easily understood from the specific words (idioms), such as "piece of cake" meaning "easy"
  • Spending an unusually long time completing tasks that involve reading or writing
  • Difficulty summarizing a story
  • Trouble learning a foreign language
  • Difficulty memorizing
  • Difficulty doing math problems

Mayo Clinic https://www.mayoclinic.org/diseases-conditions/dyslexia/symptoms-causes/syc-20353552

We utilize multi-sensory instruction for students with dyslexia.  Research has shown that children absorb and process information in a retainable way when using their senses including touch and movement alongside hearing.

People with dyslexia have a certain pathway of connections in the brain that have been developed and we are working to shift those pathways to connect in a new way.  For many students that are beginning their remediation of dyslexia, we suggest increased hours of support in order to maximize the ability to create new brain pathways. 

Systematic and sequential instruction of reading foundations is an imperative part of instruction for students with dyslexia.

Phonemic Awareness

What it is:

The ability to hear, identify, manipulate, and substitute phonemes (sounds) in words

What it means:

Teaching phonemic awareness means instructing students to identify and manipulate sounds within language. Students begin by learning individual phonemes, then joining phonemes, and finally, building words from those phonemes.

Why it matters:

Phonemic awareness is a strong predictor of long-term reading and spelling success. Phonemic awareness development is the building block for phonics instruction. Research shows that teaching sounds along with letters of the alphabet helps students better understand how phonemic awareness relates to their reading and writing.

Phonics

What it is: The ability to understand phonemes (sounds) and graphemes (letters) in order to associate the letter with the sounds.

What it means: This is where students begin to “crack the code” on reading. Phonics instruction helps students build the relationships between the letters and sounds to build words.

Why it matters: Phonics helps students create a system for remembering how to read, spell and recognize words instantly.

Fluency

What it is: The ability to read text accurately, quickly, and expressively, either to oneself or aloud.

What it means: Fluency is the ability to read smoothly and with expression.  It includes the ability to make sense of what one is reading without needing to stop and pause to decode words.  

Why it matters: Developing fluency is critical for a confident reader. When students struggle to sound out letters and words, reading can become a laborious and exhausting task, and students may begin to perceive reading as a negative activity. As fluency develops, students also begin to understand how reading is chunked and they learn when to pause and stop when reading as well as changing their tone when reading.

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