Reading/Dyslexia
Reading / Dyslexia Services
Dyslexia is a specific learning disability characterized by difficulties in word reading—affecting accuracy, speed, or both—and/or spelling, that can vary depending on the written language system. These difficulties reflect performance at the low end of a continuum of literacy skill and occur despite evidence-aligned instruction that is effective for the individual’s peers. The cause and development of dyslexia involve the interplay of multiple biological and environmental influences. Phonological and/or morphological difficulties are common but not always present. Among the secondary consequences are limitations in language development and academic progress as well as challenges to psychological well-being and vocational opportunities. Although identification and targeted instruction are important at any age, language and literacy support before and during the early years of education can be particularly effective.
Family History
Oral Language
- Difficulty understanding verbal directions
- Difficulty understanding stories read to him/her
- Difficulty correctly pronouncing phonemes or syllables of words in sequence; persistent baby talk (busgetti for spaghetti, mawn lower for lawn mower, fibe for five)
- Substitutes words with the same meaning for words in the text he/she can’t pronounce, such as “car” for “automobile.”
- Difficulty acquiring new vocabulary
- Difficulty finding the right words
- Unable to find the exact word; Speech that is not fluent; Pauses, hesitations when speaking; Lots of ‘ums”
- Imprecise language, such as vague references to “stuff” or “things” instead of the proper name of an object
- Unable to find the exact word; confusing words that sound alike: saying “tornado” instead of “volcano,” substituting “lotion” for “Ocean,” or “humanity” for “humidity”
- Difficulty speaking in grammatically correct sentences
- Difficulty explaining ideas or elaborating on thoughts
Phonological Awareness
- Difficulty recognizing or producing rhyming words
- Difficulty isolating sounds in the beginning, final, and/or medial position
- Difficulty segmenting individual sounds in a word
- Difficulty blending sounds into a word
Alphabet
- Difficulty learning or recalling the names of letters
- Difficulty learning or recalling the sounds of letters
Decoding and Word Recognition
- Difficulty sounding out unfamiliar or nonsense words
- Difficulty reading words in isolation (lists)
- May confuse small words (at, to, said, and, does, goes)
Fluency
- Difficulty with reading accuracy in context
- Difficulty reading grade level text at expected rate
- Difficulty with reading with expression
Spelling
- Difficulty memorizing words for spelling tests
- Difficulty spelling words in context, even after spelling them correctly on a spelling test
- Difficulty spelling words phonetically
Comprehension
- Difficulty with reading comprehension, but not when read to
- Better understanding of words in context than words isolated in lists
Written Expression
- Difficulty constructing sentences
- Difficulty organizing grade appropriate written compositions
- Difficulty producing sufficient written output
- Written expression does not match verbal expression (Content, organization, vocabulary)
Handwriting
- Slow with handwriting tasks
- Overall poor quality/illegible handwriting on written assignment
- Awkward, fist-like, or tight pencil grip
Cognitive/Academic Ability
- The student appears to have intellectual ability equal to or above grade level peers.
- The student has grade level math calculation skills.
- The student appears to have grade level math reasoning skills.
- The student has grade level listening comprehension skills
- The student has reading difficulties that are unexpected compared to other abilities.
- The student requires many repetitions to learn something new.
- Compensates by memorizing stories or words but cannot keep up as demands increase.
- Strength in thinking skills: conceptualization, reason, imagination, abstraction.
- Strength in areas not dependent on reading, such as math, computers, and visual arts, or excellence in more conceptual.
Social / Emotional / Behavioral
- Shows frustratin and anxiety, as he realizes he is lagging behind his peers
- Exhibits health or behavior problems, emotional difficulties or wants to avoid school
- Avoids reading aloud
Attention
- Difficulty attending to tasks involving print
- Difficulty organizing time and materials
- Is easily distracted
- Does many things too quickly
- Is often overactive or fidgety
- Is inconsistent with production of classwork and homework on written assignments
Student's Academic Development
- English is a second language
- The student was retained to a certain grade level
- The studen has been / is in special programes (i.e., special education, tiered interventions, etc)
Suggested work samples to include
- The student’s most recent spelling test
- A sample of the student’s unedited writing (journal entry, creative story, etc.)
- The student’s most recent progress report or report card
- A copy of most recent literacy screeners
Not sure what to expect?
We know that taking this first step for your child is a big decision, and we’re committed to making your experience positive and supportive. We've created a guide that will walk you through exactly what to expect.