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What is Dyslexia?
Dyslexia is a specific learning disability that is neurological in origin. It is often characterized by difficulties with reading, writing, and spelling. These difficulties typically result from how the brain processes certain information. Much of the research shows that people with dyslexia read and write using completely different parts of the brain when compared to a non-dyslexic brain. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede vocabulary and background knowledge growth.
How do people get dyslexia?
The causes for dyslexia are neurobiological and genetic. Individuals inherit the genetic links for dyslexia.
Research shows differences in how the brain of a person with dyslexia develops and processes language. Dyslexia is not caused by a lack of motivation, lack of intelligence, or parenting styles. Students with dyslexia have average to above-average intelligence and we feel that the strengths of our students are as important to address as their struggles with language. Our students are bright and just need the right instruction for their learning style.
Is there a cure for dyslexia?
No, dyslexia is not a disease. There is no cure. With proper diagnosis, appropriate multisensory structured instruction, hard work and support from family, teachers, friends, and others, individuals who are dyslexic can succeed in school and later in life.
How do I know if my child has dyslexia or a learning difficulty?
In Canada, dyslexia or other learning difficulties can only be diagnosed by an educational psychologist after a series of standardized assessments have taken place. Even with years of experience, a learning disability such as dyslexia can not be determined based on observation or general classroom performance.
It is important to note that students can be assessed early, as young as kindergarten, for being at-risk for dyslexia. There are key academic skills of phonological awareness, phonemic awareness, letter naming, sound naming and word reading that can be assessed early to determine if a child is showing a likelihood of struggling with elements commonly difficult for those with dyslexia. Early assessment and identification can result in a stronger likelihood of helping a child gain the right kind of intervention and close the gaps between them and their peers.
Is the Orton-Gillingham approach only for students with dyslexia?
Although the approach was developed for students with dyslexia, it is highly effective for students with other language-based learning difficulties and for students who are simply struggling to read or spell. Since our OG lessons are conducted in a one-on-one educational therapy environment, each student’s lesson has been specifically developed for him or her. The child’s specific needs with phonetic spelling and reading, sight word spelling and reading, alphabet sequencing, general sequencing, reading fluency, comprehension, and writing skills are individually addressed in each lesson. Because I carefully plan each student’s daily lessons, rather than apply a set curriculum, we can individualize each lesson for each student.
Can individuals who are dyslexic learn to read?
Yes, if children who are dyslexic get effective phonological training in Kindergarten and 1st grade, they will have significantly fewer problems in learning to read at grade level than do children who are not identified or helped until 3rd grade. Research shows that 74% of the children who are poor readers in 3rd grade remain poor readers in the 9th grade. Often they continue to struggle with reading into adulthood.
It is never too late for individuals with dyslexia to learn to read, process, and express information more efficiently. Research shows that programs utilizing multisensory structured language techniques can help children and adults learn to read.
Why can't any teacher read about OG and tutor/teach my child?
The Orton-Gillingham approach to teaching and remediation of a learning disability is scientifically sound, research-based and involves intensive training and practice. It is firmly supported that prescriptive, multisensory, research-based remedial teaching can not be "picked up" by simply reading a book or two on the subject.
All Orton-Gillingham practitioners have undergone intensive training from a recognized Orton-Gillingham training academy in Canada or the USA. In addition to other university work, OG Practitioners are certified Orton-Gillingham Practitioners and are governed by the Canadian Academy of Therapeutic Tutors.
Families come to Hemlock Reading Centre by referral from a psychologist or teacher, or when it is important to them to provide the most knowledgeable and experienced individuals to help with their child's learning difficulty.
My child has been diagnosed with dyslexia but seems to struggle with memory and focus. Is this common?
Executive Functions (EF) are a set of cognitive skills used to:
self-regulate
plan, prioritize, and organize,
self-monitor and maintain attention
manage time
make a multitude of daily decisions
Challenges with EF can make it difficult to sustain focus, follow directions, reflect on performance, and learn. Difficulties with executive functions ultimately can get in the way of reaching goals. Struggles with executive function are extremely common for those with dyslexia.
My child has dyslexia but doesn't struggle with words getting mixed up. Could they have an incorrect diagnosis?
There are so many incorrect stereotypes when it comes to dyslexia. Dyslexia is a complex learning disability that shows differently in each child. Some children struggle with math more than literacy. Some children do excellent at academics (with the correct teaching style) but struggle with attention and memory. If you have a family history of dyslexia there is a high likelihood that your child could have it too.
How can I support my child with dyslexia in other areas?
Executive Function challenges can be very frustrating for children and parents alike. It is important to understand that your child is most likely not trying to be disobedient. Tasks with many steps can be extremely overwhelming when you have executive function challenges. Activities like cleaning a room can leave children feeling overwhelmed and shut down. Helping your child break down each step of a task will make it much more approachable. Children with dyslexia also often struggle with short-term memory struggles. You may leave your child or teen at home with 3-5 tasks to complete and when you arrive home they say "I forgot". This is true. And when you believe they just were being "lazy" or "lying" it can make your child question themselves. I can speak from personal experience that this is something I've carried with me for many years into adulthood. It really challenges your self-confidence. Making small changes like writing down tasks, breaking tasks into smaller chunks, having an organizational system, and being patient when things are forgotten can make a huge impact!
My child was diagnosed with a "Specific Learning Disorder (in reading or writing)", does this mean they don't have dyslexia?
Yes and no. The language used by psychologists around reading disabilities has changed many times over the years. Dyslexia has been removed and re-added several times to the DSM. Currently, dyslexia is considered an impairment in reading. An estimated five to 15% of school-age children struggle with a learning disability. An estimated 80% of those with learning disorders have an impairment in reading in particular (commonly referred to as dyslexia). Dyslexia is highly prevalent affecting 20% of the population.
Dysgraphia is a term used to describe difficulties with putting one’s thoughts onto paper. Problems with writing can include difficulties with spelling, grammar, punctuation, and handwriting.
Dyscalculia is a term used to describe difficulties learning number-related concepts or using the symbols and functions to perform math calculations. Problems with math can include difficulties with number sense, memorizing math facts, math calculations, math reasoning, and math problem-solving.
Some people consider dyslexia to be an over-arcing term that includes difficulty with reading, writing, and math. Others consider dyslexia to be only a difficulty in reading. Unfortunately, because there is so much disagreement, it's hard to give a definite answer. However, whether or not you use the term dyslexia for your child, the Orton-Gillingham method is the method that is recommended for those with a Specific Learning Disorder.
Where can I learn more about dyslexia and other learning disabilities?
The internet can be a wonderful source for information, but also, unfortunately, an opportunity for well-marketed but poor information to be disseminated. At Hemlock Reading Centre we aim to support parents in finding resources that support scientifically sound approaches to intervention, and evidence-based information about learning difficulties. While these links are nowhere near exhaustive, we hope they will help provide some paths to solid information. Note: If you find information on the internet regarding "curing" or otherwise intervening with dyslexia, look for the research to support any claims, as well as the accreditations and professional affiliations of those named in providing the support.
Boston Children's Hospital's Laboratories of Cognitive Neuroscience
National Institute for Child Health and Human Development (NICHHD)