FACTS ABOUT DYSLEXIA
Studies show that one in five people fall somewhere on the dyslexia spectrum.
“Dyslexia represents a paradox, particularly in our society where reading ability is often taken as a proxy for intelligence and it is assumed that if you are a good reader you are highly intelligent and if you struggle to read you must not be so smart. Dyslexia violates that assumption because people who are dyslexic are both highly intelligent and struggle to read. - Dr. Sally Shaywitz -
“Dyslexia represents a paradox, particularly in our society where reading ability is often taken as a proxy for intelligence and it is assumed that if you are a good reader you are highly intelligent and if you struggle to read you must not be so smart. Dyslexia violates that assumption because people who are dyslexic are both highly intelligent and struggle to read. - Dr. Sally Shaywitz -
The word dyslexia comes from the Greek language and means difficulty with language. Individuals with dyslexia have trouble with reading, writing spelling and/or math. They can learn; they just learn in a different way. Dyslexia is a specific language-based learning disability that effects 15-20% of the population and ranges from mild to profound. Dyslexia occurs in people of all socioeconomic backgrounds and intellectual levels. In addition, dyslexia runs in families.
Dyslexia is the most common cause of reading, writing, and spelling difficulties. It becomes very difficult for a student with dyslexia to succeed academically in the typical instructional environment.
Children who receive effective multi-sensory training in K-1 have significantly fewer problems reading at grade level later on than those not identified until 3rd grade. Seventy-four percent (74%) of children who are poor readers in 3rd grade will remain poor readers in the 9th grade. Early identification and treatment is the key to helping students with dyslexia achieve in school and in life.
Not all students who have difficulties with these skills are dyslexic. Formal testing is required to confirm a diagnosis of suspected dyslexia.
The impact of dyslexia varies for each person and depends on factors such as severity and educational approaches. The most common characteristics are problems with reading, spelling, and writing but students can also have challenges in math, penmanship, working memory, and organization. People with dyslexia can also have problems with spoken language. They may find it difficult to express themselves clearly.
Dyslexia is a life-long condition, but it is never too late for individuals with dyslexia to learn to read, process, and express information more efficiently. Dyslexia results from differences in the structure and function of the brain. The problem is not behavioral, physiological, motivational or social.
For more in-depth information, please visit IDA-RMB’s ‘Just the Facts’.
Dyslexia is the most common cause of reading, writing, and spelling difficulties. It becomes very difficult for a student with dyslexia to succeed academically in the typical instructional environment.
Children who receive effective multi-sensory training in K-1 have significantly fewer problems reading at grade level later on than those not identified until 3rd grade. Seventy-four percent (74%) of children who are poor readers in 3rd grade will remain poor readers in the 9th grade. Early identification and treatment is the key to helping students with dyslexia achieve in school and in life.
Not all students who have difficulties with these skills are dyslexic. Formal testing is required to confirm a diagnosis of suspected dyslexia.
The impact of dyslexia varies for each person and depends on factors such as severity and educational approaches. The most common characteristics are problems with reading, spelling, and writing but students can also have challenges in math, penmanship, working memory, and organization. People with dyslexia can also have problems with spoken language. They may find it difficult to express themselves clearly.
Dyslexia is a life-long condition, but it is never too late for individuals with dyslexia to learn to read, process, and express information more efficiently. Dyslexia results from differences in the structure and function of the brain. The problem is not behavioral, physiological, motivational or social.
For more in-depth information, please visit IDA-RMB’s ‘Just the Facts’.
