Learning to read can be a challenge. If your child has difficulty rhyming, recognizing and differentiating individual sounds in words, sounding out words, spelling words, or re-telling a story, they “may” have a language-based learning difference, like dyslexia.
The most effective time to intervene and close the gap for struggling readers is from Kindergarten to 3rd grade, so early detection is crucial. Visit the National Center on Improving Literacy to learn more about early screening for literacy challenges and dyslexia.
Dyslexia is a learning disability characterized by difficulty isolating sounds in spoken words (phonological awareness), recalling words (phonological memory), understanding the letter-sound relationship (phonics), decoding words on a page, reading fluency (the ability to read quickly and with accuracy), and spelling.
Fortunately, structured literacy instruction assists all children to learn to read. Those with reading deficits will simply need extra time and practice developing core literacy skills. Decodable books are designed to allow children to learn to read independently, without guessing or picture prompting, which is especially beneficial for children who struggle to make letter-sound correspondences.
Generally, one out of every five students will have a language-based learning difference like dyslexia. Evidence-based, structured literacy instruction can mediate these challenges and change how the brain processes language if detected early enough.
Dyslexia is often hereditary and is experienced along a spectrum, so while some children may struggle mildly with reading and oral comprehension, others will be significantly impacted, affecting the duration of reading instruction and the types of accommodations a student requires.
Dyslexia is language-based, so not related to issues with vision, cognitive ability, or intelligence, and is diagnosed by a clinical professional qualified to test for learning disabilities, such as an educational psychologist or neuropsychologist.