The Urgency Behind Dyslexia Interventions

Sunday, June 25, 2023 by Catherine Gilliland | Dyslexia Support

"Dyslexia is a persistent, chronic condition, and … it does not represent a temporary lag in reading development," (Shaywitz, 34-5). These claims, substantiated by significant scientific research, answer three long-term questions: whether parents and educators should be concerned about temporary snags in a child's reading development, whether there is a real importance to identifying dyslexia in children early on, and what is the exigency for ensuring a dyslexic reader receives the interventions.

"The differences in reading between typical and dyslexic readers not only appear as early as first grade but, importantly, persist through adolescence. … [D]yslexic readers do not catch up (emphasis added) with typical readers primarily due to large differences observed as early as first grade. (Shaywitz, 35) Thus, every conscientious parent and educator will recognize the value of early dyslexia screening and the implementation of immediate, evidence-based interventions. Early screenings and immediate intervention are the only way the persistent reading achievement gap between dyslexic and typical readers will be diminished. 

If time is of the essence, how can parents identify the possibility of dyslexia? Dyslexia is an unexpected difficulty in reading. Individuals with dyslexia do not have a concurrent deficit in IQ. Sometimes dyslexics can be gifted. In other words, your child can be incredibly bright and be an unexpectedly slow reader. Kids are also masters at masking their struggles in reading and will develop personal coping skills for their phonological deficits. Still, there are early warning signs that can belie looming reading challenges. Parents are wise to note the following:

• delays in learning to speak

• persistent pronunciation difficulties

• difficulties in detecting rhyme

• confusion with words that sound alike

• 'jumbling' up words when speaking

• word retrieval struggles

• becoming that 'quiet child' or exhibiting a hesitation to speak  

• habitual use of words that lack specificity

Parents just learning about the persistent gap in reading abilities between typical and dyslexic readers are justified to find this information alarming! Simply considering the long-term downstream effects of this gap is a reason for great pause. Sadly, there are often accompanying social-emotional hardships and other painful effects when dyslexia is not addressed early and seriously. 

There is great news, however! First, research agrees that there can still be a bright future for dyslexic readers. The positive results of securing evidence-based intervention from a trained interventionist early in a child's life are well documented. Participating in that instruction frequently and consistently can facilitate mastery of reading fluency, comprehension, and spelling skills. Self-esteem usually increases; former socio-emotional challenges often slowly clear up. 

Possibly of greatest importance are the outcomes resulting from dyslexic readers walking the path required for learning to read fluently: growing personally as they develop skills of diligence, endurance, and teamwork to overcome their dyslexia. Their dyslexia often becomes their superpower! Simultaneously, these individuals become fluent readers and specially equipped to face life's other challenges with tenacity and grit, proven skills in problem-solving, and a can-do attitude that, when embraced, will equip them for success for the rest of their lives.

Shaywitz, Sally and Jonathan Shaywitz. Overcoming Dyslexia, Second Edition, Sheldon Press, 2020, London. (34-35).

What is Dyslexia?

Monday, January 30, 2023 by Catherine Gilliland | Dyslexia Support

 Simply put, dyslexia is an unexpected difficulty learning to read. 

The International Dyslexia Association has developed a comprehensive definition of dyslexia. Nancy Mather, Ph. D explains the condition for laymen as "a neurobiological disorder that affects the development of basic reading skills, spelling, and automaticity with sound-symbol connections." She goes on to explain, "It is often accompanied by specific weaknesses in cognitive factors that predict poor reading and spelling" ("Essentials of Dyslexia: Assessment").

Will children ever "grow out" of dyslexia? In short, the answer is no. It is a lifelong condition. There are, however, at least two pieces of great news! Very effective dyslexia interventions exist that reduce dyslexia's impact on the whole person, plus, "Research indicates that dyslexia has no relationship to intelligence. Individuals with dyslexia are neither more nor less intelligent than the general population. But some say the way individuals with dyslexia think can actually be an asset in achieving success" (International Dyslexia Association). You probably are very familiar with the names of these truly successful Americans: Thomas Edison, Stephen Spielberg, F. Scott Fitzgerald, and Charles Schwab. Each of these men has dyslexia, yet still pursued their dreams and made great contributions to mankind.

The universal recommendation is for early intervention. When dyslexia is diagnosed early in a child's education (K-2), effective, science of reading interventions can begin and less time is lost for remediation. Grades K-3 are spent teaching the skills of reading, whereas in grades 4-12 and beyond the skill of reading is used for the purpose of learning. It is crucial that students receive interventions early to prevent falling behind because of reading deficits as their school career progresses.

The science of reading is "a comprehensive body of research that encompasses years of scientific knowledge, … and shares the contributions of experts from relevant disciplines such as education, special education, literacy, psychology, neurology, and more [and has enabled researchers to] identify an evidence-based best practice approach for teaching foundational literacy skills called Structured Literacy" (IMSE Journal).

Dyslexia may seem like a death sentence of sorts, but it is not! Dyslexia's  typical deficits manifest differently in each individual it touches. With intervention, individuals with dyslexia are able to learn to read, spell, and comprehend. Their reading fluency may never reach that of their peers,yet with advocacy, assistance, and as needed, accommodations, dyslexics are able to maximize their intelligence and develop into successful members of society, making impressive contributions to humankind.

Sources:

"Dyslexia At a Glance" - International Dyslexia Association (dyslexiaida.org)

Mather,Nancy, Ph.D.,  "Essentials of Dyslexia: Assessment", Virtual Dyslexia Conference, Dyslexia Training Institute, Spring 2020.

"What is the Science of Reading?" | Structured Literacy | IMSE Journal | IMSE - Journal

My New Adventure

Wednesday, December 21, 2022 by Catherine Gilliland | Dyslexia Support

I am thrilled to share that I am headed back to school!

For years my heart has ached for kids who struggle to acquire knowledge and academic skills because of neurological conditions affecting that process.

With great excitement, I have enrolled in the Dyslexia Training Institute Certification Program and begin classes in early January. It has been a few decades since I have been the student!

In May, when I have completed the training program, I will be equipped to provide specialized instruction and remediation for children and adults who have dyslexia. I am delighted to have access to this training and soon be able to accept students who need these services. Dyslexia creates a cascade of effects for the affected individuals and their families. The prospect of providing support for these folks excites me!

Stay tuned--I will be sharing nuggets from my own learning with you along the way so that we can more thoroughly understand dyslexia together.