Definition of Dyslexia
Dyslexia is neurobiological in origin. It is a genetic condition characterized by differences in the brain neurology that accounts for language processing. The International Dyslexia Association defines dyslexia in this way:
“Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.” (IDA, 2002)
Adopted by the IDA Board of Directors, Nov. 12, 2002.
Many state education codes, including New Jersey, Ohio and Utah, have adopted this definition. Learn more about how consensus was reached on this definition: Definition Consensus Project.
To quote Dr. Sally Shaywitz, a noted expert in the field of dyslexia:
Dyslexic children and adults struggle to read fluently, spell words correctly and learn a second language, among other challenges. But these difficulties have no connection to their overall intelligence. In fact, dyslexia is an unexpected difficulty in reading in an individual who has the intelligence to be a much better reader. While people with dyslexia are slow readers, they often, paradoxically, are very fast and creative thinkers with strong reasoning abilities.
(Shaywitz, Overcoming Dyslexia, pp. 13-24)
What is Dyslexia NOT?
Simply put, a dyslexia diagnosis indicates difficulty in reading, spelling, and/or comprehension in otherwise intelligent children and adults. The diagnosis is not the result of vision difficulties, lower IQ, lack of appropriate education, or cultural factors. While there’s no “cure” for dyslexia, its difficulties can be remediated as children and adults develop strategies and compensation mechanisms to deal with their challenges. In fact, many dyslexics are highly creative and successful in their chosen fields.
Dyslexia Diagnosis
The signs of dyslexia are often present in early childhood, however, the signs might not be recognized until students are already behind their peers in reading and spelling. The term ‘stealth dyslexia’ refers to those identified in high school, college, or adulthood. These older adults have flown under the radar of traditional diagnosis and gotten by based upon high reading comprehension and other coping mechanisms. Many school districts are hesitant to intervene with young children, citing a normal bell-curve distribution of reading age and ability level.
Dyslexia Statistics
The prevalence of dyslexia in the research literature ranges from 5-10% of the population, to the more recently accepted numbers of 1 in 5, or 20% of the population. According to the Yale Center for Dyslexia & Creativity, founded by Drs. Sally and Bennett Shaywitz, dyslexia is the most common learning disability, accounting for 80-90% of cases.
Dyslexia Remediation
The Orton-Gillingham Method has proven highly effective at teaching students the background phonological concepts necessary for reading and spelling success. You can read more about the Orton-Gillingham appraoch at the Academy of Orton-Gillingham Practitioners and Educators (AOGPE).
Dyslexia Assets and Advantages
A key finding of recent research is that dyslexia need not be a limiting factor in college and careers. The Dyslexic Advantage, by Drs. Brock and Fernette Eide, gives considerable hope and encouragement to students and parents alike. As my former Headmaster, Earl Oremus at Marburn Academy, once said, “They’ve found the cure for dyslexia…graduation.”
References:
- Eide, B. L. & Eide, F. F. (2011). The dyslexic advantage: Unlocking the hidden potential of the dyslexic brain. New York: Hudson Street Press.
- International Dyslexia Association. (2002). Definition of Dyslexia. Retrieved from https://dyslexiaida.org/definition-of-dyslexia/
- Shaywitz, S. E. (2005). Overcoming dyslexia: A new and complete science-based program for reading problems at any level. New York: Vintage Books.
- Yale Center for Dyslexia & Creativity. (2019). What is dyslexia? Retrieved from http://dyslexia.yale.edu/dyslexia/what-is-dyslexia/