Jessica Kingsley Publishers

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An Introduction to Dyslexia for Parents and Professionals

Alan M. Hultquist

Part of the JKP Essentials series

Paperback: £12.99 / $19.95

2006, 246mm x 173mm / 10in x 7in, 112pp
ISBN: 978-1-84310-833-7, BIC 2: VFJD

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Chapter 1: INTRODUCTION

Tina is a Grade 2 student. She was first identified as needing help when she was in preschool because of her trouble pronouncing words. Although she can remember what she hears without too much difficulty, she is extraordinarily capable at remembering what she sees. Tina also expresses her knowledge much better in a hands-on manner than she does verbally. She knows a lot of information about the world, her math skills are on grade level, and her listening comprehension is fine. However, Tina is able to read only a few words and is completely unable to sound out new ones correctly. She struggled during kindergarten and Grade 1 to learn the names and sounds of letters, and she still is not very sure of them. Despite extra reading instruction and help from a speech/language pathologist, Tina still cannot rhyme adequately, blend sounds together to make words, or break down words into their individual sounds. When she has to name pictures, it can take her up to ten seconds to find some of the words she wants in her long-term memory. Tina has a type of dyslexia.

Dyslexia is a type of learning disability (or learning difference) that affects how well someone can read and spell. Researchers have been trying to find out what causes it for a long time and are still working on discovering answers. However, we know much more than we used to.

If someone has dyslexia, it does not mean that she or he cannot read. Everyone with dyslexia can read at least a little. Most people with dyslexia have some words that they can recognize right away. These words are what educators call sight words or sight vocabulary. Also, many people with dyslexia are able to read words in stories better than they can read them in lists. This is because they have learned to use context to help them figure out words that they do not know or are unsure about. However, good readers do not have to rely on context. They can recognize words no matter where they see them.

Having dyslexia can mean a person has other problems besides difficulty with reading and spelling words correctly. The underlying brain differences that cause dyslexia can also cause problems with reading comprehension, listening, speaking, writing, math, storing information in memory, getting information out of memory, and doing things quickly. In addition, dyslexia can occur with other problems, such as depression, anxiety, dysgraphia (a handwriting problem), and various types of attention-deficit/hyperactivity disorder (ADHD).

People with dyslexia do not see words and letters backward. The confusion of similar looking words, letters, and numbers is common in many children as they learn about the symbols we use for writing and math, and they are developmentally normal when children are learning to read. For example, many children struggle with remembering the differences between b and d, and children with reading problems are no different. For many children with dyslexia, this is a developmental problem connected to their reading level. Many children with dyslexia tend to make letter and word confusions at the same rate as other children with the same reading ability. For example, a ten-year-old child with dyslexia who is reading at a Grade 2 level will probably have the same amount of trouble with b and d as the average second grade student. However, some types of dyslexia cause children to have this kind of problem for a much longer time. In some cases, they have trouble remembering which letter is which, but if shown a b and d, for example, they can tell that the letters do not look alike and can copy them correctly. In other cases, their brains send signals to the wrong bit of information. For example, even though they see the word was correctly, their brain sometimes sends a signal to the place where the word saw is stored.

Information about the occurrence of dyslexia in boys and girls is mixed. Some studies show that reading problems are much more common in boys, while others show little difference based on sex. More boys might be identified with dyslexia because they have a greater tendency than girls to misbehave when they are having trouble, and misbehaving children are more likely to be referred for help.

People with dyslexia are not stupid. In fact, one of the diagnostic requirements is that they have intelligence in the broad average range. All people have things they are good at and other things that they struggle with. People with dyslexia simply struggle with reading and spelling. However, these difficulties create more problems than trouble with other activities such as singing, math, sports, or mechanical skills because reading and spelling are so important in our culture. People who cannot sing well can go through life without anyone ever finding out, but people who struggle with reading or spelling are going to have trouble every day and will find it hard to hide these problems. This can cause low self-esteem and embarrassment. These, in turn, can cause emotional or behavioral problems.

As far as we know, dyslexia cannot be cured, but people with dyslexia can go to college and can be successful. Back in the 1960s, Margaret Rawson (a teacher at a private school in the US) found that even children with severe reading disabilities grew up to be medical doctors, lawyers, educators, entertainers, business owners, scientists, and so on. There is no limit to what people with dyslexia can achieve, but hard work is required. Fortunately, many countries have laws that provide some protections and supports for children and adults with disabilities, including dyslexia.