What is Dyslexia?
The formal definition of dyslexia, as identified by the International Dyslexia Association, is:
“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 the growth of vocabulary and background knowledge.”
While this definition provides a technical explanation, it’s important to understand that dyslexia affects each individual differently. Some people with dyslexia may struggle significantly with reading but show only mild difficulty with spelling or handwriting. Others may have challenges with speech or language processing. No two experiences are exactly alike.
Dyslexia can affect both children and adults of all intellectual levels. In fact, many people with dyslexia are highly intelligent and capable. It occurs across all cultures and socio-economic backgrounds and is not a result of poor instruction or lack of effort.
Although dyslexia is a lifelong condition, it is highly manageable. With the right interventions—such as structured, multisensory instruction like the tutoring that I provide—individuals with dyslexia can learn to overcome their challenges and build strong reading and writing skills.
Warning Signs of Dyslexia
If a child has 3 or more of the following warning signs, encourage that child’s parents and teachers to learn more about dyslexia. *These ​warning signs are from Susan Barton's Website. ​
• delayed speech
• mixing up the sounds and syllables in long words
• chronic ear infections
• severe reactions to childhood illnesses
• constant confusion of left versus right
• late establishing a dominant hand
• difficulty learning to tie shoes
• trouble memorizing their address, phone number, or the alphabet
• can’t create words that rhyme
• a close relative with dyslexia
• dysgraphia (slow, non-automatic handwriting that is difficult to read)
• letter or number reversals continuing past the end of first grade
• extreme difficulty learning cursive
• slow, choppy, inaccurate reading:
- guesses based on shape or context
- skips or misreads prepositions (at, to, of)
- ignores suffixes
- can’t sound out unknown words
• terrible spelling
• often can’t remember sight words (they, were, does) or homonyms (their, they’re, and there)
• difficulty telling time with a clock with hands
• trouble with math
- memorizing multiplication tables
- memorizing a sequence of steps
- directionality
• when speaking, difficulty finding the correct word
- lots of “whatyamacallits” and “thingies”
- common sayings come out slightly twisted
• extremely messy bedroom, backpack, and desk
• dreads going to school
- complains of stomach aches or headaches
- may have nightmares about school
• slow reader
• may have to read a page 2 or 3 times to understand it
• terrible speller
• difficulty putting thoughts onto paper
- dreads writing memos or letters
• still has difficulty with right versus left
• often gets lost, even in a familiar city
• sometimes confuses b and d, especially when
tired or sick