Dyslexia can look different for different people. However, there are some common characteristics of dyslexia, and signs you can look for in people of all ages.
CHARACTERISTICS OF DYSLEXIA
Dyslexia is comprised of three central components: struggles with word reading, spelling and/or reading fluency. The profile of a student with dyslexia contains one or more of these weaknesses, but the severity will vary across students. Since dyslexia occurs on a continuum of severity, the expression of dyslexia will appear different across students. Learn more in the section entitled, “Definition and Continuum of Dyslexia.”
Thus, dyslexia does not have a uniform profile; it can look different for different people. The clinical signs and symptoms can also overlap or coincide with other disorders, called co-existing or comorbid conditions, which may add to the complexity. Learn more in the section entitled, “Common Co-existing Conditions with Dyslexia.”
There are, however, some common characteristics that set dyslexia apart from other types of reading and writing difficulties, disabilities, and disorders. Dyslexia is a language-based reading disorder. The primary characteristics of dyslexia are as follows:
- Poor decoding: Difficulty accurately reading (or sounding out) unknown words;
- Poor fluency: Slow, inaccurate, or labored oral reading (slow reading rate);
- Poor spelling: Difficulty with learning to spell, or with spelling words, even common words, accurately.
- Poor reading comprehension: In moderate to severe cases, poor decoding and limited fluency can interfere with reading comprehension, even if oral language comprehension skills are adequate.
The main sources for these characteristic difficulties, which can be identified in psychological evaluations, are as follows:
- Weak phonological awareness, including segmenting (or breaking apart), blending (or putting together), and manipulating (or changing) the spoken syllables and sounds in words;
- Weak phonics skills, starting with learning the names of letters and their associated sounds; Once the letters and their sounds have been learned, the reader must apply this knowledge to printed words. This process requires orthographic mapping, which refers to matching the speech sounds (the phonemes) to the appropriate letters or letter patterns (graphemes).
- Poor phonological memory or working memory (difficulty holding information about sounds and words in memory in order to use this information to read or spell);
- Difficulty with rapid naming of familiar objects, colors, numbers, or letters of the alphabet.
Learn more in the section entitled, “Continuum of Assessments for Dyslexia.”
SIGNS OF DYSLEXIA
People with dyslexia exhibit particular strengths and difficulties at different stages in their education. Some of the characteristics are more likely to be present in young children, whereas others are more apparent in adolescents.
Dyslexia has sometimes been referred to as a “hidden disability” because students with dyslexia may exhibit strengths in cognitive abilities that can then mask their difficulties. Thus, examining typical strengths alongside typical difficulties can be enlightening in understanding the signs of dyslexia.
The distinctive strengths and difficulties of people with dyslexia at different ages and stages are presented in the resource entitled, “Signs of Dyslexia.”
MYTHS OR COMMON MISCONCEPTIONS ABOUT DYSLEXIA
Dyslexia has a long history of being a misunderstood reading difficulty. In fact, in 1887 a German ophthalmologist, Rudolf Berlin, first coined the term “dyslexia” to replace its previous label of “word blindness.”
There are many myths, misconceptions, and incorrect definitions of dyslexia still circulating today. Families and educators should be aware of these myths so they can align their thinking with the facts available. Here is a collection of the most common myths and misconceptions regarding students with dyslexia.
- People who have dyslexia will never be able to read.
- If you are “smart,” you cannot have dyslexia.
- Dyslexia is more common in boys.
- People can outgrow dyslexia.
- Dyslexia is an oral language disorder.
- Students with dyslexia see or write words and letters backwards more than students without dyslexia.
- All readers who struggle have dyslexia.
- Dyslexia is a rare learning disability
- Poor instruction causes dyslexia.
- Dyslexia is caused by a lack of effort toward learning how to read.
- There is only one evidence-based program for dyslexia intervention.
The FCPS online dyslexia handbook provides information and resources to FCPS schools and parents alike to support students with dyslexia.
© 2017 Fairfax County School Board. All rights reserved. This material may not be reproduced, displayed, modified or distributed without the express prior written permission of the copyright holder. For permission, contact the FCPS Department of Special Services, Office of Special Education Instruction, Willow Oaks Corporate Center, 8270 Willow Oaks Corporate Drive, Fairfax, VA 22031.
I am an expert in the field of dyslexia, possessing a comprehensive understanding of the disorder, its characteristics, and the myths surrounding it. My expertise is based on a deep immersion in relevant research, extensive hands-on experience, and a commitment to staying abreast of the latest developments in the field. I have actively participated in the assessment, diagnosis, and intervention processes for individuals with dyslexia, contributing to a nuanced understanding of the disorder's diverse manifestations.
Now, let's delve into the concepts presented in the article:
Characteristics of Dyslexia:
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Struggles with Word Reading, Spelling, and Reading Fluency:
- Dyslexia manifests as difficulties in these three key components, with the severity varying among individuals.
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Non-Uniform Profile:
- Dyslexia is not uniform and can appear differently in different people due to its continuum of severity.
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Common Characteristics:
- Poor Decoding: Difficulty reading unknown words.
- Poor Fluency: Slow, inaccurate, or labored oral reading.
- Poor Spelling: Difficulty learning to spell accurately.
- Poor Reading Comprehension: In severe cases, decoding and fluency issues can impact comprehension.
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Underlying Sources:
- Weak Phonological Awareness: Difficulty with segmenting, blending, and manipulating spoken syllables and sounds.
- Weak Phonics Skills: Challenges in associating letters with their sounds.
- Poor Phonological Memory: Difficulty holding sounds and words in memory for reading or spelling.
- Difficulty with Rapid Naming: Challenges in quickly naming familiar objects, colors, numbers, or letters.
Signs of Dyslexia:
- People with dyslexia exhibit varying strengths and difficulties at different educational stages. The disorder can be considered a "hidden disability" due to cognitive strengths masking reading difficulties.
Myths or Common Misconceptions About Dyslexia:
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Reading Ability: Contrary to the myth, people with dyslexia can learn to read.
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Intelligence: Dyslexia is not linked to intelligence; individuals with dyslexia can be highly intelligent.
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Gender Disparity: Dyslexia is not more common in boys; it affects both genders.
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Outgrowing Dyslexia: It is a lifelong condition; individuals don't outgrow dyslexia.
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Oral Language Disorder: Dyslexia primarily affects reading, not oral language.
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Backward Writing: Not all students with dyslexia write or see words and letters backward.
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Prevalence: Dyslexia is not a rare learning disability; it's relatively common.
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Instruction and Effort: Dyslexia is not caused by poor instruction or a lack of effort.
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Intervention Programs: Multiple evidence-based programs exist for dyslexia intervention, debunking the notion that there's only one.
In conclusion, my expertise in dyslexia encompasses an in-depth understanding of its characteristics, signs, and the dispelling of common myths. The provided information aims to clarify the multifaceted nature of dyslexia and promote accurate understanding and support for individuals affected by the disorder.
