When I share with others what I do and that I specialize in dyslexia, or when I share some of the incredible strengths my husband and son have, I often get asked the same question almost EVERY TIME!
"So, what really is dyslexia?"
I hear..."I heard of it but couldn't really explain what it means."
"I know someone who has dyslexia..."
"Don't you just reverse your b'd and d's?"
Or "I think I'm dyslexic because ...."
I could not tell you how many times I've heard this. What gets me the most is that it's often from educators.
It's not their fault at all. I know educators and teachers want to know more, but it's just not part of their schooling and training programs. I know this firsthand!
I share my personal experience with this when I speak in seminars.
Even in my teaching credential and master's courses, I had one class with one book that included one small paragraph about dyslexia.
I recently looked at that book (yes, I kept some of my books from college), and I read over that paragraph. What blew my mind was that the description of dyslexia was so basic that it didn't even come close to explaining what this condition really was. It explained some of the weaknesses with reading, but it didn't share what methods help or what incredible strengths come with it.
In a perfect world, I would change every teaching and educational program to include several courses that focus on what dyslexia is and how we can support every child with it. But for now, I will continue sharing my passion and educating those I come in contact with through this email, seminars, and other platforms.
So, What Really is Dyslexia?
An article from The Yale Center for Dyslexia and Creativity explains how to describe dyslexia to individuals who do not know. It's almost like an elevator speech, so to speak. What is the most consistent way to describe dyslexia to someone?
Here are some main points:
- Those with dyslexia are bright individuals (often with a high IQ level but do have difficulty learning to read and spell well.
- They have difficulty hearing individual sounds within a word and formulating different sounds and letters to write down to spell words.
- Those with dyslexia have difficulty reading and spelling fluently and/or accurately and must be taught in a specific way.
- Dyslexia is a lifelong condition that affects 20% of our population. Out of those with a learning disability, dyslexia accounts for 80-90% of those individuals.
- Dyslexia can co-exist with other conditions or exist on its own.
- Some of the most successful people in their field (writers, artists, doctors, scientists, professional athletes, actors, architects, attorneys, and successful entrepreneurs) are dyslexic.
Statistics that everyone must know:
- Dyslexia is an inherited condition, and if one parent has it, a child has a 50% chance of inheriting it; however, if both parents have it, the percentage is higher.
- When children with dyslexia go unidentified, they start to think that school is not a place for them, they drop out, and have anxiety and depression.
- Roughly, 50% of inmates have dyslexia!
Key in Supporting Those with Dyslexia:
- Every child should have the opportunity to be screened and identified for dyslexia.
- Early identification is KEY! You can screen as early as halfway through Kindergarten, and 5 1/2 years old.
- Only use an Orton-Gillingham-based program that has significant evidence-based research. Remember, research-based is not the same as evidence-based!
- The school the child attends should know how to support a child with dyslexia, fostering self-awareness and offering encouragement and the appropriate accommodations. Remember, if a teacher or school does not truly understand dyslexia, then they will never be able to support their students with this condition.
Sourced from: Speaking with One Voice: A Guide to Talking about Dyslexia, The Yale Center for Dyslexia & Creativity, www.dyslexia.yale.edu
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