JUST THE FACTS… Information provided by The International DYSLE IA Association® DYSLEXIA AND RELATED DISORDERS The word dyslexia comes from the Greek ♦ Difficulty in learning the sounds of letters language and means poor language. Individuals ♦ Difficulty remembering names and/or shapes with dyslexia have trouble with reading, writing, of letters spelling and/or math although they have the ♦ Reverses letters or the order of letters when ability and have had opportunities to learn. reading Individuals with dyslexia can learn; they just ♦ Misreads or omits common small words learn in a different way. Often these individuals, ♦ “Stumbles” through longer words who have talented and productive minds, are said ♦ Poor reading comprehension during oral or to have a language learning difference. silent reading ♦ Slow, laborious oral reading Does My Child Have Dyslexia? Difficulty with written language Individuals with dyslexia usually have some of ♦ Difficulty putting ideas on paper the following characteristics. ♦ Many spelling mistakes Difficulty with oral language ♦ May do well on weekly spelling tests, but there are many spelling mistakes in daily ♦ Late in learning to talk work ♦ Difficulty pronouncing words ♦ Difficulty in proofreading ♦ Difficulty acquiring vocabulary or using age appropriate grammar Does My Child Have Other Related ♦ Difficulty following directions Learning Disorders? ♦ Confusion with before/after, right/left, and so on Difficulty with handwriting (Dysgraphia) ♦ Difficulty learning the alphabet, nursery ♦ Unsure of right or left handedness rhymes, or songs ♦ Poor or slow handwriting ♦ Difficulty understanding concepts and ♦ Messy and unorganized papers relationships ♦ Difficulty copying ♦ Difficulty with word retrieval or naming ♦ Poor fine motor skills problems Difficulty with math (Dyscalculia) Difficulty with reading ♦ Difficulty counting accurately ♦ Difficulty learning to read ♦ May reverse numbers ♦ Difficulty identifying or generating rhyming words, or counting syllables in words ♦ Difficulty memorizing math facts (Phonological Awareness) ♦ Difficulty copying math problems and organizing written work ♦ Difficulty with hearing and manipulating sounds in words (Phonemic Awareness) ♦ Many calculation errors ♦ Difficulty distinguishing different sounds in ♦ Difficulty retaining math vocabulary and/or words (Auditory Discrimination) concepts “promoting literacy through research, education and advocacy” Fact Sheet # 63 – 01/03 Difficulty with attention (ADD/ADHD – Everyone probably can check one or two of these Attention Deficit Hyperactivity Disorder) characteristics. That does not mean that everyone ♦ Inattention has dyslexia. A person with dyslexia usually has ♦ Variable attention several of these characteristics, which persist ♦ Distractibility over time and interfere with his or her learning. ♦ Impulsivity If your child is having difficulties learning to ♦ Hyperactivity read and you have noted several of these characteristics in your child, he or she may need Difficulty with motor skills (Dyspraxia) to be evaluated for dyslexia and/or a related ♦ Difficulty planning and coordinating body disorder. movements What Kind of Instruction Does My Child ♦ Difficulty coordinating facial muscles to produce sounds Need? Dyslexia and other related learning disorders Difficulty with organization cannot be cured. Proper instruction promotes ♦ Loses papers reading success and alleviates many difficulties Poor sense of time ♦ associated with dyslexia. Instruction for ♦ Forgets homework individuals with learning differences should be: ♦ Messy desk ♦ Explicit – directly teaches skills for ♦ Overwhelmed by too much input reading, spelling, and writing ♦ Works slowly ♦ Systematic and Cumulative – has a definite, logical sequence of concept introduction Other ♦ Structured – has step-by-step procedures for ♦ Difficulty naming colors, objects, and letters introducing, reviewing, and practicing (Rapid Automatized Naming) concepts ♦ Memory problems ♦ Multisensory – engages the visual, auditory, ♦ Needs to see or hear concepts many times in and kinesthetic channels simultaneously or in order to learn them rapid succession. ♦ Distracted by visual stimuli ♦ Downward trend in achievement test scores or school performance ♦ Work in school is inconsistent ♦ Teacher says, “If only she would try harder,” The International Dyslexia Association thanks or “He’s lazy.” Suzanne Carreker for her assistance in the ♦ Relatives may have similar problems preparation of this fact sheet. © Copyright 2003, The International Dyslexia Association (IDA). IDA encourages the reproduction and distribution of this fact sheet. If portions of the text are cited, appropriate reference must be made. Fact sheets may not be reprinted for the purpose of resale. Fact Sheet #63 – 01/03 The International Dyslexia Association · 40 York Road · Fourth Floor · Baltimore · MD · 21204 Tel: 410-296-0232 · Fax: 410-321-5069 · E-mail: [email protected] · Website: http://www.interdys.org .