Dyslexia is a neurological condition that affects a person's ability to read and interpret written language. It's characterized by difficulty in recognizing and decoding words, as well as poor spelling and writing skills. It is not caused by a lack of intelligence or motivation, but rather by a difference in the way the brain processes language.
Unlike speech, children don't just "pick up" the ability to read from the environment. There are about 5 kids in every class who are unable to learn to read with standard, whole-class instruction. Research shows that these children require structured, sequential instruction on the letter-sound correlations of the language.
It is critical to build a solid foundation for literacy. In grade 4, children transition from learning to read to the more dominant, reading to learn form of instruction. Shockingly, Grade 3 students who lack reading proficiency are 4 times more likely to drop out of high school.
When children struggle with reading, they dread going to school. Frequent stomach aches, behavioral issues, and poor self-esteem are often indicators of their struggle.
Early intervention with a structured literacy approach has dramatic results. Dyslexic readers can become skilled readers when given the right tools - and with skilled reading comes increased confidence and academic and life success!
Children with these difficulties eventually have a tendency to avoid reading despite enjoying stories. Without intervention, there is likely to be slow or stalled improvement in accuracy and speed of reading
Dyslexia is the most commonly diagnosed learning disability. For children with dyslexia, specific portions of the brain associated with critical reading processes may not develop or function in the same ways that they do in individuals without dyslexia. Dyslexia does not impact the intellectual, imaginative, or emotional functioning of the child. Despite potential hurdles, children with dyslexia can learn to read with evidence-based, explicit instruction.