Unlocking Dyslexia: From Early Clues to Effective Care
The experience of acquiring reading skills is effortless for some, while others encounter significant challenges when learning to read. Children that are met with great frustration and persistent difficulty learning to read may meet the diagnostic criteria for dyslexia.
What is Dyslexia?
Dyslexia is a language-based learning disorder that is neurological in origin. It’s characterized by underlying phonological processing deficits that make it difficult to succeed academically. While the cause of dyslexia is not clear, research indicates that it is the most common of all neuro-cognitive disorders, affecting people of various backgrounds and intellectual levels. Knowing when to refer a student for an evaluation, how dyslexia is assessed and what treatments are supported through research can be vital to a child’s academic success.
How is Dyslexia Diagnosed?
There are many factors to consider when evaluating a student for a learning disorder. It’s imperative to measure the child’s social and emotional functioning, as well as, their processing abilities, to determine how these factors influence learning. By identifying co-occurring disorders like ADHD, psychologists and educators are better able to provide diagnostic clarification to guide treatment and recommendations. Dyslexia is assessed by administering reading achievement measurements such as the Wechsler Individual Achievement Test – Fourth Edition (WIAT 4) or the Woodcock Johnson Tests of Achievement – Fourth Edition (WJ-IV). While these tests measure a wide range of academic skills, individuals with dyslexia exhibit similar patterns in their performance given measures of basic reading, word decoding, reading fluency and reading comprehension. Further, obtaining a measure of phonological processing through the WIAT 4 or the Comprehensive Test of Phonological Processing (CTOPP-2) is an integral part of assessing for dyslexia. These assessments, coupled with a cognitive evaluation administered by a clinical psychologist, determines if a student meets the diagnostic criteria for a Specific Learning Disorder in Reading as outlined by the DSM-V.
A referral for a dyslexia evaluation should occur if a child is school aged and struggling to make progress in reading, particularly after receiving interventions. In fact, children as young as 5 years old can exhibit early signs of dyslexia. Some high school and college aged students who may have learned to compensate academically, but continue to struggle, will also benefit from an evaluation. Dyslexia can affect learning in a variety of ways. Therefore, providing appropriate intervention and access to accommodations can make a significant impact on a child’s education.
Reading Intervention, Backed by Research
Whether an individual has received a diagnosis of dyslexia, or is experiencing persistent reading difficulty, implementing intensive, evidence-based instruction, specifically designed for language remediation is required. Reading intervention can occur at school or within the community and families are encouraged to reinforce concepts at home. Within the school setting, structured literacy programs are the most effective approach for students who experience difficulty learning to read. Schools may integrate this approach in the classroom setting or within small groups. Teachers or reading specialists with specific training lead this instruction to ensure that strategies are delivered with fidelity. Some students may require alternate school settings specifically for students with learning disabilities. Such programs integrate intensive instruction daily, while offering supports within a small group setting. The Orton-Gillingham methodology is known as the “Gold Standard” in literacy instruction for language-based learning differences, such as dyslexia. This structured literacy approach was developed through research nearly a century ago and continues to be the most influential intervention designed for remediating the language processing problems associated with dyslexia. At home, parents provide a third level of support by reinforcing concepts implemented at school or through private tutoring.
Seeking Support
If you have questions about your child’s reading development, you’re not alone. It can be difficult to know whether a child is simply developing at their own pace or whether their reading challenges may be signs of dyslexia or another learning difference. In many cases, children with dyslexia are highly intelligent and work incredibly hard to compensate for their reading difficulties, which can make the signs more subtle and harder to recognize. At Child & Family Development, our Educational Specialists offer free phone screenings to help parents better understand their concerns and determine whether a comprehensive evaluation may be appropriate. Whether your child’s reading struggles are obvious or you’re simply wondering if something doesn’t seem quite right, we’re here to answer your questions and guide you toward the next steps. We’re happy to help you better understand your child’s unique learning profile and support them in reaching their full potential.
References
Shaywitz, S. & Shaywitz, J. (2020). Overcoming Dyslexia (2nd ed.). Vintage Books.
