What is Dyslexia?
Dyslexia is a language-based learning disability that is neurobiological in origin.
Characteristics of dyslexia include difficulties with accurate and/or fluent word recognition and poor spelling and decoding ability. The difficulties typically result from a deficit in the phonological component of language that is unexpected in relation to the student’s intelligence and classroom instruction. In addition to decoding and fluency difficulties, students often experience problems in reading comprehension, vocabulary, and background knowledge.
—Adapted from the International Dyslexia Association
Dyslexia is not outgrown, but appropriate intervention will allow a student to achieve success in school and life.
To see a list of some noteworthy and successful people with dyslexia, CLICK HERE.
How is Dyslexia Identified?
A multidisciplinary evaluation is necessary to properly identify if a student has dyslexia. It’s important that it is not mistaken for something else. Consequently, a good evaluation will include medical, academic, developmental, social, and instructional information.
Intelligence
Phonological Awareness
Reading Comprehension
Vocabulary
Spelling
Rapid Naming
Memory
Attention/Executive Functions
Parents can use the following to determine if their child might need to be tested:
The Orton-Gillingham Approach
Since the 1930s, the Orton-Gillingham approach has proven itself to be a highly-effective way to teach students who struggle with reading, spelling and vocabulary. 
In the 1920s, Dr. Samuel Orton, a neurologist and psychiatrist, began to come across students who had average to above-average intelligence yet, despite being smart and receiving instruction in reading, they struggled to learn to read. He determined that these reading difficulties were neurologically based and with the help of a gifted teacher by the name of Anna Gillingham, he developed an approach to teaching these students that was highly effective in teaching them to read.
Attributes of the Orton-Gillingham Approach
Individualized
Teaching begins by recognizing the different needs of learners.
Multisensory
All learning pathways to the brain – seeing, hearing, feeling, moving – used to convey information in the most understandable way to the student. This results in greater ease and success in learning.
Diagnostic and Prescriptive
Lessons are not pre-packaged and they are not planned weeks in advance. The instructor continuously monitors student response in order to analyze the student’s difficulties and progress. This information is used when planning the next lesson. All instruction will focus upon resolving the student’s difficulties and building upon the student’s progress in the previous lesson.
Direct Instruction
The teacher develops and delivers the lesson so that the student knows what is to be learned, how it is to be learned, and why it is to be learned.
Systematic Phonics
The alphabetic principle and the importance of sound/symbol relationship in reading is stressed. Children learn that spoken words are made up of 44 individual speech sounds, and the letters in the alphabet or combination of letters represent those speech sounds.
Applied Linguistics
At the early stages, decoding and encoding and basic phonics are the focus, but as the student advances, the syllable structure, morphology, syntax, semantics, and grammar become the focus. The instruction integrates these in reading, spelling and writing.
Systematic and Structured
All materials are introduced in an ordered way that shows the relationship between the material being taught and material already presented. The logic and reasoning behind our language is explained.
Sequential, Incremental and Cumulative
Students move from simple to more complex material. Learning is incremental in nature and the student does not move on to a more complex task until he or she has mastered the simpler information.
Continuous Feedback and Positive Reinforcement
The approach provides for a close teacher-student relationship that builds self-confidence based on success.
Cognitive
Students understand the reasons for what they are learning and for the strategies they are employing. Confidence is gained as they realize they are applying newly gained knowledge and skills related to reading, spelling, and writing.
Emotionally Sound
How students feel about themselves and about learning is vital. Teaching is directed toward providing the experience of success, not failure. Success leads to increased self-confidence and motivation.
—Adapted from The Orton-Gillingham Academy