The Bodine School

Dyslexia Q&A

What is Dyslexia?
Dyslexia is a neurologically-based disorder which interferes with an individual's ability to read and spell. Dyslexics have difficulty learning the code for written language. Dyslexia is NOT the result of low intelligence, lack of motivation, sensory impairment, or inadequate educational opportunities. Dyslexia affects as many girls as boys.

Is Dyslexia a visually-based disorder?
There is limited evidence that dyslexia is the result of a visual problem. Researchers have shown that skilled readers process words based on letters and letter patterns. However, it is rarely poor visual processing that causes reading disabilities. Current research indicates that individuals with dyslexia have difficulty processing the sounds in words and connecting the letters and letter combinations of the alphabet to the sounds they make. Additional research suggests some dyslexics have a slower than normal recall of words already in memory. These individuals have difficulty rapidly naming known words such as color and letter names.

What are the symptoms of Dyslexia?
Few dyslexics exhibit all the signs of the disorder. Some common signs are:

• Difficulty breaking written words into sound units and blending the parts together for pronunciation
• Difficulty decoding words
• Slower and less accurate recognition of sight words
• Spelling words as they sound and ignoring rules and special spellings of some sounds
• Incorrect sequencing of letters in words
• Omission of letters in words
• Difficulty expressing thoughts in written form
• Confusion about directions in space or time
• Difficulty with handwriting
• Problems with reading comprehension and written expression are a consequence of these difficulties. Problems with organization often occur with dyslexia.

How is Dyslexia identified?
There is no single test for dyslexia. To determine if an individual has dyslexia, it is necessary to assess at least the following areas: general cognitive ability, word recognition, word attack (sounding out words), spelling, reading comprehension, listening comprehension and written expression. Tests measuring phonological processing and rapid naming are also useful particularly for early identification of dyslexia. A family history of learning or reading disabilities is also indicative of the potential for dyslexia.

Dyslexics perform poorly on timed reading tests. Usually dyslexics are slow and inaccurate readers. Dyslexics perform poorly on dictated spelling tasks and have difficulty when asked to read nonsense words. Oral vocabulary is typically higher than specific word reading or spelling ability. Handwriting legibility may be poor with slow and laborious letter formation. Listening comprehension frequently exceeds reading comprehension. On intellectual assessments working memory may be significantly lower than other skills.

Is there a cure for Dyslexia?
No, dyslexia is a life-long condition. It is a persistent deficit rather than a developmental lag. Dyslexia is not simple or simply remediated. However, developing knowledge and familiarity with the phonetic structure of language remains the most effective way to help dyslexics improve their skill with the written word. Most dyslexics can learn to read and write. With good instruction, dyslexia becomes less debilitating.

Unfortunately, many children are not being identified, and therefore are not receiving appropriate instruction. According to the 1997 Department of Education report Implementation of the Individuals with Disabilities Education Act, most children are not identified until ages nine to 14. Very few six year-olds and relatively few seven and eight year-olds receive special learning disabilities services. It is usually when children reach the third or fourth grade that they are finally recognized as learning disabled and become eligible to receive services. Children do not suddenly develop a learning disability. If dyslexia or a reading disability is identified at age 10, then it was present at age six. Early identification is essential for later school success.

What can be done to help the Dyslexic learner?
The answer to this question depends upon the degree of the difficulty. Some dyslexic learners are mildly affected and are able to compensate within traditional school programs. Some require the assistance of a tutor to learn to compensate for the difficulties, but some require a school program devoted to the individual needs of the dyslexic learner. This is the purpose of The Bodine School. The educational program at The Bodine School is specifically designed to remediate reading deficits in students with dyslexia. The program is research-based and uses principles of instruction which are proven to be effective for individuals with dyslexia. The Bodine School is designed to unlock the mystery of written language for children with dyslexia.

Sources: National Institute for Child Health and Development and the Center for the Study and Treatment of Dyslexia.

For additional information about Reading and Dyslexia, click here.