The Dyslexia Resource Center Blog

Episode 23: 1 in 5 Kids Are Dyslexic: Why Most Are Never Identified

Wed, 30 Jul 2025 19:06:48 GMT

In this special episode of Voices of Dyslexia , Dr. Laura Cassidy, founder of the Dyslexia Resource Center and Louisiana Key Academy (LKA), takes a deep dive into the purpose, science, and urgent need for schools like LKA. While previous episodes have introduced listeners to the people behind the school, this episode focuses on why the school exists and what makes its mission so critical.

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Dyslexia: Common, But Often Overlooked

Dyslexia affects one in five students. That means in every classroom, there is at least one child struggling to read due to this learning difference. These students come from all backgrounds and experiences — boys and girls, from every race and socioeconomic group. Yet despite its prevalence, dyslexia is alarmingly under-identified. In Louisiana, less than 1% of dyslexic students are formally diagnosed.

Dr. Cassidy emphasizes that dyslexia is not an issue of intelligence. In fact, dyslexic students are often very bright. The difficulty lies in an “unexpected difficulty” in reading due to a phonological processing deficit. This discrepancy between ability and performance often causes teachers and parents to delay intervention, assuming the child just needs more time. But time is not what they need—targeted instruction is.

A Tale of Two Students

This episode shares two powerful stories with very different outcomes.

The first is Professor Kathy Drennan, who was diagnosed with dyslexia in first grade but never received language therapy. By sixth grade, she had figured out how to memorize words by their shapes - an uncommon strategy that worked only because of her exceptional pattern recognition and intelligence.

The second is Jonathan, a bright young man who was never identified as dyslexic. He dropped out of school after getting caught up with the wrong crowd, and was eventually incarcerated. He told Dr. Cassidy, “I knew if I could learn to read, I could have the world.” His story is heartbreaking but far from rare.

Together, these stories highlight the life-changing power of early identification and intervention and the lifelong consequences when those are missing.

Why Reading Is So Hard for Dyslexic Students

Reading is a relatively new development in human history. Unlike speech, which our brains are naturally wired for, reading requires us to match written letters with spoken sounds — starting with the alphabet and moving to words, phrases, and fluency. This is where dyslexic students struggle. They may know the alphabet one day and forget it the next. They’re not lazy or trying to be difficult; they’re using an inefficient neural system that requires more repetition and explicit instruction to develop reading fluency.

Key signs of dyslexia include:

Difficulty learning letters and their sounds
Trouble with word retrieval and reading aloud
Poor spelling and handwriting
Slow reading speed
Avoidance of reading
Low self-esteem

These struggles often lead to academic failure, emotional distress, and ultimately, a lack of opportunity if not addressed early.

The Power of Early Screening

To catch these students before they fall through the cracks, Louisiana has implemented important legislation requiring dyslexia screening at the end of kindergarten. This screening tool, published by Pearson, identifies whether a child is at risk for dyslexia. While it’s not a diagnosis, it is a powerful early warning system. If a child is flagged, they should receive further evaluation.

The screener works much like a developmental checkup with a pediatrician—it assesses whether a child has met the age-appropriate milestones for reading acquisition. According to Dr. Cassidy, the tool has a very high statistical validity, particularly by the end of kindergarten and even higher in first and second grade.

Reading Acquisition Skills: What Really Matters

In addition to dyslexia-specific screeners, students in Louisiana are assessed three times a year from kindergarten through third grade with general literacy screeners.

These tests focus on essential reading acquisition skills, including:

Letter naming fluency (knowing the alphabet and its sounds)
Phonemic segmentation (breaking words into individual sounds)
Nonsense word fluency (decoding unfamiliar or made-up words)
Word reading fluency (recognizing and pronouncing real words)
Oral reading fluency (reading passages aloud with accuracy, speed, and expression)

These assessments not only help identify struggling readers but also track progress. Fluency is made up of accuracy, speed, and prosody (intonation and rhythm). Children who struggle in these areas may decode words but fail to comprehend them — because they’re working so hard just to read them.

A Call to Action: Identify Early, Intervene Effectively

The academic gap for dyslexic students can be identified as early as first grade — and without intervention, it grows. Early identification and structured, evidence-based instruction, like the 90 minutes of daily literacy instruction at Louisiana Key Academy, can change the trajectory of a child’s life.

Dr. Cassidy encourages listeners to recognize the urgency of screening and testing. A child flagged by a screener may or may not have dyslexia — but either way, it’s a red flag that requires action. Waiting until a child has failed a class or dropped out is too late.

Building a Future Where Every Child Can Read

The Dyslexia Resource Center, which is part of Louisiana Key Academy, is working tirelessly to support students, train teachers, and raise awareness. Through efforts like this podcast and early screening legislation, they’re building a future where all students—regardless of their learning style — get the education they deserve.

To learn more about the work being done or to get support for your child, visit the Dyslexia Resource Center and Louisiana Key Academy online. The earlier we act, the better the outcome for every student.

Thank you for listening to this episode of Voices of Dyslexia. Stay connected for future episodes, resources, and expert insights from the front lines of dyslexia education.

Episode 22: Understanding Literacy Screeners for Dyslexia: What Parents and Teachers Need to Know

coleythecreator@gmail.com (Nicole Armstrong) — Thu, 24 Jul 2025 19:51:43 GMT

When a child struggles to read, the reason isn’t always obvious. Sometimes, even parents and teachers can’t quite pinpoint why . That’s why early literacy screeners, especially those that can identify dyslexia are so critical.

In this episode of the Voices of Dyslexia podcast, Dr. Laura Cassidy of the Dyslexia Resource Center dives deep into how literacy screeners work, what they’re really assessing, and how parents and educators can use this information to change a child’s educational trajectory.

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Why Literacy Screening Matters

Literacy screening helps us catch reading struggles early, often before a formal diagnosis of dyslexia. These assessments aren’t just about identifying gaps; they’re about giving every student the opportunity to succeed by connecting the dots between spoken language and written text.

“Sometimes the parent knows something’s off, sometimes the teacher senses it… but often, no one knows why. Screeners help uncover that ‘why.’” – Dr. Cassidy

The Language Model Behind Reading

To understand why these screeners matter, we first need to understand how reading happens in the brain. According to Dr. Sally Shaywitz’s foundational work in Overcoming Dyslexia , reading is about connecting sounds with print .

At the core is phonological processing — the brain’s ability to identify and manipulate sounds. A child must:

Hear that a word like cat has three distinct sounds: /k/ /a/ /t/
Recognize that letters represent those sounds
Blend sounds back together to form real words

This process is called mastering the alphabetic principle , and it’s crucial for learning to read.

What Do Screeners Measure?

In Louisiana (and in similar forms across many states), students from kindergarten through third grade are screened three times a year, typically in:

August/September (first 30 days of school)
December
April

Each grade level has targeted skill assessments:

✅ Kindergarten

Letter Naming Fluency – Can the child identify alphabet letters?

Phonemic Segmentation – Can the child break a word into sounds?

Nonsense Word Fluency – Can the child sound out made-up words using phonics?

Word Naming Fluency

✅ First Grade

All the above, plus:

Oral Reading Fluency – How many words can the child read correctly in 60 seconds?

✅ Second & Third Grade

Nonsense & Real Word Fluency

Oral Reading

Reading Comprehension

But here’s the key point: Reading comprehension problems often stem from decoding issues. If a student can’t read fluently, they can’t comprehend.

�� Red Flags You Shouldn’t Ignore

Even if a child scores “benchmark” on screeners, parents and teachers should still watch for these signs:

Reads aloud with no emotion or frequent pauses

Guesses words or stumbles often

Has difficulty rhyming (even as early as preschool)

Memorizes words but can’t decode new ones

Struggles to connect letters with sounds

If your child scores below benchmark or shows any of these signs — don’t wait. A screener is not a diagnosis, but it is a warning light. The earlier you act, the better the outcome.

�� What Happens If a Child Is At Risk?

Dr. Cassidy emphasizes: If a child is flagged as at-risk — especially on Louisiana’s Shaywitz Dyslexia Screener, given at the end of kindergarten — there’s an 80% chance they may be dyslexic. That requires immediate attention.

At the Dyslexia Resource Center, students flagged as at-risk undergo a full battery of tests, including:

�� The CTOPP-2

Comprehensive Test of Phonological Processing

This standardized test evaluates:

Elision: Can the student remove parts of a word (e.g., say airplane without plane)?

Blending Words: Can they combine sounds into a word?

Phoneme Isolation: Can they identify the first, middle, or last sound in a word?

These tests dig deeper than classroom screeners and provide a full picture of the child’s phonological skills.

�� What Should Parents and Teachers Do?

➡️ Ask for screening results — Know if your child is above, at, or below benchmark.

➡️ Listen to your child read aloud — You’ll learn a lot just from hearing them.

➡️ Don’t wait — If your child is struggling, especially in K–3, request additional testing.

➡️ Explore testing options — Through your school, or independently with us at the Dyslexia Resource Center.

➡️ Get support early — Delays can lead to widened learning gaps and lowered confidence.

“Failing third grade without knowing why won’t help. But identifying dyslexia—and addressing it early—can completely change a child’s future.”

�� Final Thoughts: Early Action = Lifelong Impact

Dyslexia doesn’t mean a child isn’t smart. It means their brain processes language differently — and that requires specialized instruction and support. With early screening, timely diagnosis, and the right interventions, dyslexic students can become confident, skilled readers.

If your child is struggling, don’t just hope they’ll catch up. Find out why. Visit our website to explore testing options, resources, and next steps.

�� Share This Episode

Help us spread awareness! Share this episode with a parent, educator, or caregiver who needs this information.

Episode 21: Why Reading Out Loud Matters for Dyslexic Students

Wed, 21 May 2025 20:11:21 GMT

Reading out loud can be one of the most intimidating tasks for a dyslexic child—and one of the most avoided. But according to Dr. Laura Cassidy, Board Chair of the Dyslexia Resource Center and Louisiana Key Academy, it’s also one of the most important.

In our most recent episode, Dr. Cassidy dives into why this practice, though often frustrating, plays a critical role in helping children with dyslexia improve their reading skills.

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Why Is Reading Out Loud So Hard?

Let’s be real—most people dread reading aloud. Now imagine doing it with a brain that processes language differently. Dyslexic students often feel anxious, discouraged, or even ashamed when asked to read in front of others.

Dr. Cassidy emphasizes that this isn’t about a lack of intelligence or effort—it’s about the brain working in an inefficient way for reading. Dyslexic readers use different neural pathways than typical readers, which makes recognizing words, decoding sentences, and reading fluently a much greater challenge.

And here’s something eye-opening: a dyslexic child might correctly read a word on one page, and completely stumble over it later in the same book. That’s not a sign they’re not paying attention—it’s a sign of how hard their brain is working every step of the way.

The Value of Reading Out Loud

Despite the difficulties, Dr. Cassidy insists that reading out loud is vital for building:

• Reading fluency

• Word recognition

• Comprehension

• Oral language skills

When a student reads aloud with a supportive parent, teacher, or volunteer by their side, they get exposure to words in context. They hear them, say them, learn them—and slowly but surely, they start forming the brain connections needed to recognize and retrieve those words later on.

It’s like building a mental library. Each out-loud reading session helps the child lay down “networks” in the brain that they can access in the future to become more fluent and confident readers.

What Does Support Look Like?

Dr. Cassidy encourages caregivers and educators to offer gentle feedback when listening to a child read out loud. That means:

• Being patient

• Avoiding judgment

• Understanding that mistakes are part of the process

• Encouraging the child, even if they’re slow or stumble over words

It also helps to have a basic understanding of what dyslexia is and where a child is on their reading journey. The more informed and compassionate the listener, the more effective the practice becomes.

Final Takeaway: It’s Worth It

Yes, it might feel boring, frustrating, or time-consuming. But reading out loud is one of the most impactful things you can do to support a dyslexic child. With consistency, encouragement, and patience, you’ll see growth—and more importantly, your child will start to see themselves as capable readers.

So pull up a book, sit beside your child, and read out loud together. Even the smallest steps forward are progress—and they matter more than you know.

Want more resources and expert tips on supporting dyslexic learners? Be sure to follow the Dyslexia Resource Center Podcast for more episodes with Dr. Laura Cassidy and other literacy advocates.

Episode 20: The Importance of Dyslexia Testing

Tue, 18 Mar 2025 15:52:44 GMT

In this third and final episode of our interview series with Dr. Laura Cassidy and Drs. Sally and Bennett Shaywitz, we dive deep into the importance of proper dyslexia testing, the distinction between screening and diagnostic assessments, and why early identification can change the trajectory of a child’s life.

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Why Early Dyslexia Testing Matters

Early testing for dyslexia is crucial for ensuring that children receive the support they need. Dr. Cassidy emphasizes that while schools can provide intensive intervention for all at-risk students, proper testing allows for personalized accommodations that follow a child throughout their academic career and beyond. Knowing a child is dyslexic empowers both the student and educators, ensuring that interventions are based on real, evidence-based needs.

Screening vs. Diagnostic Testing: What’s the Difference?

Dr. Bennett Shaywitz explains that screening helps identify students who may be at risk for dyslexia, but it does not provide a formal diagnosis. A full diagnostic assessment is necessary to confirm dyslexia and ensure the right support is in place. At Louisiana Key Academy (LKA), testing is conducted by Certified Academic Language Therapists rather than psychologists, focusing specifically on dyslexia.

The Key Components of Dyslexia Testing

To accurately diagnose dyslexia, testing must align with the federal and Louisiana state definitions, which describe dyslexia as an “unexpected difficulty in reading for an individual who has the intelligence to be a much better reader.”

Dr. Cassidy highlights the essential assessments used at LKA:

Clinical History: Gathering information about early language development, speech delays, and difficulties with rhyming or letter recognition.
Intelligence Testing: Identifying unexpected difficulties in reading relative to a child’s cognitive abilities.
Phonological Awareness Tests (CTOPP) : Assessing a child’s ability to break down and manipulate sounds.
Reading Fluency & Decoding (TOWRE) : Measuring the ability to read real and nonsense words accurately and quickly.
Oral Reading Fluency: Evaluating a child’s ability to read connected text with proper pacing and intonation.

These assessments help determine whether a child’s reading struggles are unexpected for their age and ability, reinforcing the need for targeted intervention.

Why Identifying Dyslexia is Life-Changing

Without proper identification, children with dyslexia may struggle in silence, believing they are not capable learners. Dr. Shaywitz stresses that a diagnosis provides self-awareness, confidence, and access to lifelong accommodations. Additionally, a great majority of students labeled with a learning disability actually have dyslexia, making it imperative that schools prioritize early, evidence-based testing and instruction.

Final Thoughts: Ensuring Every Child Has a Path to Success

Dr. Cassidy and the Shaywitzes conclude by reinforcing the importance of a structured, evidence-based approach to dyslexia identification and intervention. Schools must ensure that children not only receive an accurate diagnosis but also gain access to proper reading instruction and accommodations.

If you have questions about dyslexia testing or need support, the Dyslexia Resource Center is here to help. Reach out to learn more about how you can advocate for the best educational pathway for your child.

Thank you for joining us for this insightful three-part series on dyslexia with Dr. Laura Cassidy and Drs. Sally & Bennett Shaywitz.

Episode 18: What Does It Mean To Be At Risk For Dyslexia?

Wed, 08 Jan 2025 19:28:00 GMT

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We’re excited to introduce a special series featuring Drs. Bennett and Sally Shaywitz, world-renowned experts in the field of dyslexia. Over the course of this series, we’ll dive deep into the Shaywitz DyslexiaScreen, a groundbreaking tool designed to help identify students at risk for dyslexia, early and accurately. Join us as they share their insights, expertise, and the science behind the screener, empowering parents, educators, and advocates to better support children with dyslexia.

Early detection of dyslexia is crucial for equipping children with the tools they need to succeed in reading and beyond. In a recent discussion, I had the privilege of speaking with Drs. Bennett and Sally Shaywitz from the Yale Center for Dyslexia & Creativity about the Shaywitz Dyslexia Screener and its transformative role in identifying children at risk as early as kindergarten.

Why Early Screening Matters

Research published in 2015 highlighted a concerning reality: the academic achievement gap in reading emerges as early as first grade and persists into adolescence. This finding underscores an urgent call to action by the first grade. Screening and identification should be done at the end of kindergarten so the students are immersed in an evidence based education specific to dyslexia in 1st grade. Delays widen the achievement gap.

Dr. Bennett Shaywitz emphasized the importance of identifying children at risk of dyslexia before they fall further behind. Early interventions are most effective when children are still developing foundational reading skills, as the trajectory for reading growth is steepest in the early grades. This window of opportunity allows for maximum progress before students face mounting challenges.

What Is the Shaywitz Dyslexia Screener?

The Shaywitz Dyslexia Screener was designed to meet the guidelines of federal Public Law 115-391, which mandates evidence-based, efficient, and low-cost dyslexia screening programs. This screener is:

• Evidence-based: Proven for its psychometric reliability.

• Efficient: Easy to administer without disrupting the classroom routine.

• Teacher-centered: Relies on the insights of teachers, who are uniquely positioned to evaluate their students’ language skills over time.

Unlike one-time tests, the screener gathers insights from teachers who observe a child’s language and reading development throughout the school year. This comprehensive perspective captures a child’s abilities and struggles more accurately than a single isolated skills test.

How the Screener Works

The Shaywitz Dyslexia Screener engages teachers as active participants. Teachers fill out an evaluation based on their day-to-day interactions with the child, assessing broad language and literacy skills. This approach ensures that the screener captures a holistic view of the child’s development, rather than relying on a snapshot from a single test.

As Dr. Bennett Shaywitz pointed out, this method helps mitigate the impact of “bad days” or test anxiety on a child’s performance. Teachers, who interact with students over months, can provide a more accurate assessment of a child’s risk for dyslexia.

Implementation and Benefits

In Louisiana, for example, the screener is used toward the end of the kindergarten year, allowing teachers to develop a strong understanding of their students before conducting evaluations. This timing ensures that teachers have ample data to identify children who may benefit from evidence-based interventions in first grade.

By focusing on early screening, schools can provide targeted support to children at risk for dyslexia, giving them the best chance to thrive in reading and learning.

The Bigger Picture

The Shaywitz Dyslexia Screener represents a critical tool in bridging the gap for children with dyslexia. Published by Pearson's it accurately and methodically identifies students at risk for dyslexia in a cost efficient manner.

Drs. Bennett and Sally Shaywitz’s work is a testament to the power of evidence based solutions in education. By prioritizing early detection and intervention, we can help children with dyslexia build confidence, overcome challenges, and unlock their full potential.

For more information about the Shaywitz Dyslexia Screener, visit Yale Center for Dyslexia & Creativity or call us at (225)384-5484 for more info!

Let’s continue working together to create a future where every child has the tools to succeed.

Episode 17: Advocating For Dyslexia

Tue, 10 Dec 2024 21:48:11 GMT

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At the Dyslexia Resource Center, our mission is to create meaningful change for individuals with dyslexia. Recently, we welcomed Senator Bill Cassidy of Louisiana to discuss impactful legislative initiatives and advocacy strategies to support those affected by dyslexia. From federal legislation to state-level efforts, Senator Cassidy shared his insights on the progress made and the work still ahead.

Dyslexia Advocacy in Action

Senator Cassidy has long been a champion for dyslexia awareness, exemplified by his ongoing sponsorship of the Dyslexia Awareness Resolution. This bipartisan, bicameral resolution unites members of Congress across party lines to bring attention to the challenges faced by individuals with dyslexia. While it doesn’t create laws, it plays a critical role in fostering awareness and encouraging action.

One of the key legislative achievements highlighted during our discussion was the inclusion of a dyslexia definition in the 2018 First Step Act. This marked a significant milestone, introducing the first contemporary legislation addressing dyslexia at the federal level. Senator Cassidy emphasized how defining dyslexia helps pave the way for better screening, intervention, and understanding — especially in underserved communities such as the prison population, where studies show approximately 50% of inmates have dyslexia.

What is the 21st Century Dyslexia Act?

Building on the momentum, Senator Cassidy is now advocating for the 21st Century Dyslexia Act , which aims to:

• Provide a clear definition of dyslexia in education and other policy areas.

• Remove dyslexia from the “specific learning disability” (SLD) category , giving it its own classification on Individualized Education Programs (IEPs).

• Apply evidence-based screening and intervention practices across various sectors, including education, criminal justice, and the Department of Defense.

This act seeks to ensure that individuals with dyslexia receive appropriate support, no matter their age or life circumstances. While bipartisan and bicameral support exists, passing this legislation will require sustained advocacy and public pressure.

How You Can Make a Difference

Advocating for dyslexia-related legislation starts with a simple but powerful action: sharing your story . Personal experiences resonate deeply with lawmakers, providing the context and emotional weight needed to inspire change.

Here are Senator Cassidy’s tips for effective advocacy:

Engage your legislators: Reach out to your state or federal representatives. Start with your own legislator—they are there to represent you.
Prepare for meetings: Gather a small group, assign roles, and stay focused. Bring a concise document outlining your ask, such as supporting specific bills like the 21st Century Dyslexia Act.
Follow up: Check back with legislators or their staff in a few weeks to reinforce your message.
Rally support: Encourage others to contact legislators, write letters, or participate in social media campaigns.

Advocacy isn’t just about meeting with lawmakers. Writing letters to editors, engaging on social media, and collaborating with like-minded organizations can amplify your voice.

The Role of States in Dyslexia Support

State-level initiatives play an equally important role in addressing dyslexia. For example, in Louisiana, dyslexia is defined in state law using modern criteria that emphasize the challenges in phonological processing and its impact on reading, writing, and speaking.

Other states, such as Alabama, are also making strides. The University of Alabama, in collaboration with Rhonda Smith, Education Director at the Dyslexia Resource Center, is training teachers to become Certified Academic Language Therapists (CALTs), equipping them with the skills to support students with dyslexia effectively.

A Call to Action

As Senator Cassidy stated, “Change will only occur if folks like you make it happen.” Advocacy, education, and persistence are the cornerstones of progress. Whether it’s speaking to your legislator, sharing your story, or joining community efforts, every action contributes to creating a better future for individuals with dyslexia.

For more resources and information on dyslexia advocacy, visit the Dyslexia Resource Center website. Together, we can ensure that every individual has the tools and support they need to thrive.

Let’s continue the conversation. What steps will you take to support dyslexia awareness and advocacy in your community?

Episode 15: How To Teach Kids With Dyslexia

Thu, 10 Oct 2024 19:03:22 GMT

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If you’ve ever wondered what it takes to become a Certified Academic Language Therapist (CALT), a Certified Academic Language Practitioner (CALP) or a Qualified Instructor (QI), this episode has you covered!

In this insightful conversation, Rhonda Smith, our Dyslexia Education Director, and our Founder, Dr. Laura Cassidy dive into these vital roles and the certification programs offered at the Dyslexia Resource Center. We’ll break down what each certification entails, the paths to earning them, and the profound impact CALTs, CALPs and QIs have on students with dyslexia.

Understanding the Role of CALTs and CALPs

At the heart of dyslexia support, both CALTs and CALPs serve as lifelines for students struggling with reading, writing, and language processing. But what exactly is the difference between the two?

• Certified Academic Language Therapists (CALTs) :

CALTs are highly specialized professionals who provide intensive, structured, and individualized instruction to students with dyslexia. They are equipped with advanced knowledge of the science behind how children learn to read and the complexities of dyslexia.

• Certified Academic Language Practitioners (CALPs):

While CALPs also work closely with dyslexic students, their focus is often on delivering targeted interventions at an earlier or less intensive level than CALTs. CALPs typically serve in classroom settings, helping to implement effective reading strategies.

Both CALTs and CALPs play an essential role in shaping the academic journey of dyslexic students, ensuring they receive the personalized instruction and support they need to thrive.

The Path to Certification

Becoming a CALT or CALP requires dedication, training, and a passion for helping students with dyslexia. Let’s take a closer look at what’s involved in the certification process.

Educational Background and Prerequisites:

CALP certifications require a bachelors degree, while CALT certification require a masters degree which can be completed by the end of the your 2 year certification program.

Training Program Structure:

Both certifications involve comprehensive coursework that covers the science of reading, multi-sensory structured literacy techniques, and dyslexia intervention strategies. The CALT program is more extensive, requiring 700 hours of hands-on experience and deeper specialization compared to the CALP program which only requires 60 hours of hands-on experience.

Certification Process:

Earning a CALT or CALP certification involves completing coursework, passing exams, and gaining hands-on experience through online supervised practicums. This ensures that each certified professional is fully prepared to support dyslexic students effectively. For more details on the requirements of our programs, you can learn more here.

Benefits of Becoming a CALT or CALP

The journey to becoming a CALT or CALP is challenging, but the rewards are immense. As a certified therapist or practitioner, you will:

• Advance Your Career:

CALTs and CALPs are in high demand, and certification can open doors to new job opportunities and career growth in both public and private educational settings.

• Make a Difference:

Every day, CALTs and CALPs change the lives of dyslexic students by providing the individualized attention and strategies needed to unlock their potential. The impact on students’ academic performance and self-confidence is immeasurable.

• Join a Supportive Community:

Certified professionals gain access to a network of colleagues and experts who share their passion for dyslexia advocacy and education. This community offers ongoing professional development and support.

How to Get Started

If you’re passionate about helping students with dyslexia and want to become a CALT or CALP, we offer comprehensive certification programs designed to prepare you for this rewarding career. Our next cohort for Winter is open for enrollment, and we invite you to take the first step by exploring our training options.

Ready to Take the Next Step?

Becoming a CALT or CALP is more than just a career move—it’s an opportunity to change lives. If you’re ready to embark on this journey, click here to learn more and sign up for our upcoming online certification programs. Together, we can make a difference in the lives of students with dyslexia!

Episode 14: Dyslexia Screening v.s. Dyslexia Testing

Tue, 24 Sep 2024 07:15:00 GMT

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Introduction

In this episode of the Dyslexia Resource Center podcast, Dr. Laura Cassidy discusses the crucial differences between dyslexia screening and testing. While these two terms are often used interchangeably, they serve distinct purposes in identifying and supporting individuals with dyslexia. Join us as we explore why these processes are vital for early identification and how they can positively impact a student’s educational journey.

What is Dyslexia Screening?

Dr. Cassidy explains that dyslexia screening is a preliminary process designed to identify students who are at risk for dyslexia. The focus of screening is to provide an early indication that a child is at risk for dyslexia and will need detailed testing to confirm a diagnosis.

“Screening for dyslexia is grounded in medical protocols,” Dr. Cassidy notes.

“It’s often the first step in understanding a child’s learning needs and determining whether more comprehensive testing is required.”

Key Points:

• Screening is typically done at an early age, ideally at the end of kindergarten.

• It helps identify students who need additional testing.

• Screeners should have teachers evaluate and assess age appropriate academic and language skills.

Why is Testing Important?

Testing, on the other hand, is a more in-depth assessment that provides a formal diagnosis of dyslexia. Dr. Cassidy stresses that testing involves a battery of assessments and provides a clear understanding of a child’s specific learning challenges.

“Testing allows us to dive deeper and understand the exact nature of a child’s reading difficulties,” Dr. Cassidy explains. “It also helps guide the appropriate intervention.”

Key Points:

• Testing is conducted by professionals and can be done at various ages, though early testing is encouraged.

• It often includes assessments of reading fluency, decoding, phonetic awareness, and cognitive skills.

When Should a Child be Screened or Tested?

Dr. Cassidy discusses the ideal age range for screening and testing. Early intervention is key, and children as young as 5-6 years old can benefit from dyslexia screening, with more formal testing at 6.

“It’s important to screen children early,” says Dr. Cassidy. “This helps us get them the support they need before they fall further behind in school.”

Effective Screeners and Tests

The podcast goes on to mention some of the commonly used tools for screening and testing dyslexia, such as the Shaywitz DyslexiaScreen™, which is particularly effective in identifying at-risk students. Dr. Cassidy also describes what parents and educators can expect from this screener.

Dyslexia Resource Center’s Services

At the Dyslexia Resource Center, we offer comprehensive screening and testing services tailored to meet the needs of children with dyslexia. We use scientifically backed methods to ensure accurate results and provide support through therapy and tutoring services.

“We’re committed to helping dyslexic children thrive in their educational environment,” Dr. Cassidy concludes.

Conclusion

Understanding the distinction between screening and testing is crucial for parents, educators, and professionals working with dyslexic students. Early identification leads to timely intervention, which can make all the difference in a child’s academic success. If you’re concerned about your child’s reading abilities, consider reaching out for a screening today.

Episode 13: Assistive Technologies for Dyslexia

Tue, 27 Aug 2024 17:51:26 GMT

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In the latest episode of our podcast, we delved into a crucial topic for supporting dyslexic students: assistive technology. These tools are game-changers, empowering students with dyslexia to overcome challenges, enhance their learning experience, and achieve academic success. If you missed the episode or want a quick recap, here’s a breakdown of what we covered.

Understanding Assistive Technology

Assistive technology refers to software, apps, and devices designed to help individuals who struggle to learn with dyslexia. These tools can make a world of difference by simplifying tasks that dyslexic students might find challenging, such as reading, writing, organizing, and even math. By using assistive technology, students can boost their confidence, stay on track with their studies, and unlock their full potential.

Reading and Writing Tools

One of the most common challenges for dyslexic students is reading and writing. Fortunately, there are powerful tools available to assist with these tasks:

• Text-to-Speech (TTS) Software : TTS software reads digital text aloud, helping dyslexic students comprehend written material more easily. Some popular options include Kurzweil 3000, Read&Write, and NaturalReader.

• Speech-to-Text (STT) Software : For students who struggle with writing, STT software converts spoken words into text, making it easier to complete assignments and take notes. Dragon NaturallySpeaking and Google Voice Typing are excellent tools in this category.

• Word Prediction Software : This software suggests words as students type, helping with spelling and reducing the cognitive load associated with writing. WordQ is a popular choice that many dyslexic students find beneficial.

Study and Organizational Tools

Keeping track of information and staying organized can be challenging for dyslexic students. That’s where these tools come in:

• Digital Note-Taking Tools : Apps like OneNote, Evernote, and Notability allow students to organize their notes digitally, making it easier to review and retain information.

• Mind Mapping Software : Mind mapping tools help students visually organize their thoughts and ideas. MindMeister, XMind, and Inspiration are great examples of software that can help dyslexic students structure their thinking.

• Task Management Apps : Staying on top of assignments and deadlines is crucial. Task management apps like Trello, Todoist, and Microsoft To Do are invaluable for helping students manage their workload.

Math and Science Tools

Math and science can present unique challenges for dyslexic students, but assistive technology can help here too:

• Math Assistive Tools : Tools like MathTalk and ModMath are designed to assist dyslexic students with mathematical tasks, making numbers and equations more accessible.

• Science Support Tools : Virtual labs and interactive simulations, such as PhET Interactive Simulations and Labster, can make learning science more engaging and less intimidating for dyslexic students.

Accessibility Features and Customization

Many devices and operating systems come with built-in accessibility features that can be customized to meet individual needs:

• Built-In Accessibility : Both Apple and Windows offer a range of accessibility features, such as text enlargement, screen readers, and voice control. ChromeVox is another great tool for enhancing web accessibility.

• Customization : It’s essential to experiment with different tools and settings to find what works best for each student. Customizing these tools to fit personal learning preferences can significantly enhance their effectiveness.

Final Thoughts

Assistive technology is a powerful ally for dyslexic students, offering them the tools they need to succeed. By exploring and experimenting with different options, students can find the solutions that best meet their needs. Thank you for tuning in to this episode of our podcast, and if you found it helpful, please share it with others who might benefit.

Episode 10: A Call For Help In The Dyslexia Community

Wed, 05 Jun 2024 16:34:01 GMT

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In our final episode of the enlightening series with Drs. Bennett and Sally Shaywitz from the Yale Center for Dyslexia and Creativity, we confront an urgent issue: the alarmingly high prevalence of dyslexia among African American students and the lack of identification. Our conversation not only sheds light on the statistic that an estimated 50% of African American students may be dyslexic but also calls for immediate action to disseminate this crucial information within black communities.

The Unseen Struggle

Dyslexia is often misunderstood, leading to a significant number of children, especially in black communities, being left undiagnosed and unsupported. As Dr. Bennett Shaywitz pointed out, "People are just unaware, and these kids are suffering." This lack of awareness results in smart, capable children not reaching their full potential, simply because they do not receive the right interventions.

Reaching Out to Black Communities

One of the pivotal points raised during the discussion was the importance of leveraging existing community structures to spread the word about dyslexia. Historically, black churches have played a crucial role in mobilizing communities, notably during the civil rights movement. Dr. Sally Shaywitz suggested, "We need to figure out how to get this word out to the communities," emphasizing the potential of black churches and community radio shows as platforms for raising awareness.

Success Stories as Catalysts

Highlighting successful dyslexic individuals within the black community can also serve as powerful motivators. Dr. Bennett Shaywitz emphasized the impact of role models: "If we know of dyslexic blacks who are successful, they can be part of the community reaching out to black families and black students." By showcasing these success stories, we can change perceptions and inspire action.

Legislative and Educational Efforts

On a broader scale, there is a call for national efforts to address this issue. Engaging with Congress, the Senate, or even the President could lead to significant advancements in dyslexia awareness and support. As Dr. Sally Shaywitz stated, "We need people to join us to understand, and we need others in the black community to let people know how common dyslexia is."

The Path Forward

At the Dyslexia Resource Center, we are committed to working with groups to get the word out and to provide the necessary interventions. We believe that with the knowledge we have, combined with the right actions, we can make a substantial difference. As Dr. Sally Shaywitz aptly put it, "We have the knowledge, we just need the action."

Join Us in This Mission

We are reaching out to everyone who wants to make a difference. Whether you are a community leader, educator, parent, or simply someone who cares, we need your help to spread the word about dyslexia. By working together, we can ensure that every child, regardless of their background, has the opportunity to succeed.

To learn more about dyslexia and how you can help, contact us directly. Let's come together to support our children and change lives for the better.

If you have any questions or want to get involved, please reach out to us . Together, we can make a difference!

Episode 9: Dyslexia in African Americans with Drs Bennett and Sally Shaywitz

Tue, 28 May 2024 22:16:34 GMT

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In a recent podcast interview, Dr. Laura Cassidy spoke with esteemed dyslexia experts Drs. Bennett and Sally Shaywitz about a crucial issue facing the dyslexia community: the exclusion of economically disadvantaged children from being identified as dyslexic under current educational laws.

This discussion highlighted the ongoing legislative efforts to amend the Individuals with Disabilities Education Act (IDEA) and ensure that all children, regardless of their economic background, receive the support they need.

The Problem with the Current IDEA Definition

Dr. Bennett Shaywitz pointed out a significant flaw in the 2004 IDEA definition, which explicitly excludes children with socioeconomic disadvantages from being classified as having dyslexia. This exclusion means that many children who struggle with reading due to dyslexia are not being identified or receiving the necessary interventions, simply because they come from low-income backgrounds.

Dr. Sally Shaywitz emphasized that dyslexia is not a condition influenced by cultural or economic factors but is a neurobiological disorder. Despite this, the current legal framework allows schools to attribute reading difficulties to poverty rather than recognizing dyslexia. This misidentification prevents countless children from accessing the specialized instruction and resources they need to succeed academically.

Legislative Efforts for Change

The podcast highlighted legislative initiatives in both the U.S. Senate and House of Representatives aimed at rectifying this issue. These proposed laws seek to remove the socioeconomic exclusion from the IDEA definition of dyslexia, ensuring that all children struggling with reading are properly diagnosed and supported.

Dr. Sally Shaywitz underscored the importance of this legislative change, stating, "We are depriving so many children of their future, and our country's future, by not identifying them." Dr Bennett Shaywitz further noted that data from the National Assessment of Educational Progress (NAEP) shows that many children reading below the basic level are indeed dyslexic but have not been identified due to their economic status.

The Impact of Misidentification

Dr. Sally Shaywitz elaborated on the severe consequences of not identifying dyslexia in economically disadvantaged children. Without a proper diagnosis, these children often suffer from low self-esteem and may exhibit behavioral problems to avoid reading tasks. The failure to recognize and address dyslexia can lead to a cycle of academic struggle and misbehavior, which further impedes their educational progress and personal development.

One poignant example shared by the Shaywitzes was the high prevalence of dyslexia among prison inmates. Research indicates that approximately half of the prison population is dyslexic, yet many of these individuals were not diagnosed until they were incarcerated. This stark statistic highlights the critical need for early identification and intervention to prevent long-term negative outcomes.

The Importance of Early Identification and Intervention

The experts stressed that identifying dyslexia early and providing appropriate interventions can significantly improve educational outcomes for affected children. Dyslexia is a phonological deficit, and targeted interventions can help children develop the necessary reading skills. By recognizing and addressing dyslexia, educators can help students build their self-esteem and achieve their full potential.

Dr. Laura Cassidy concluded the discussion by emphasizing the moral and practical imperatives of inclusive dyslexia identification: "We are hurting their self-esteem and impeding their academic progress by not identifying them. It's crucial to understand that dyslexia is not a marker of intelligence. Children with dyslexia are smart and capable; they just need the right support."

Moving Forward

The conversation with Drs. Bennett and Sally Shaywitz serves as a powerful reminder of the importance of inclusive educational policies. By advocating for legislative changes and raising awareness about the true nature of dyslexia, we can ensure that all children, regardless of their economic background, receive the support they need to thrive. Early identification and intervention are key to unlocking the potential of every dyslexic child and building a brighter future for our society. Learn more about screening and testing here.

Episode 8: Defining Dyslexia with Drs Bennett and Sally Shaywitz

Tue, 21 May 2024 16:37:09 GMT

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In the latest episode of Voices of Dyslexia, our host Dr. Laura Cassidy delves into the often misunderstood world of dyslexia with renowned experts Dr. Sally Shaywitz and Dr. Bennett Shaywitz. The episode sheds light on what dyslexia truly is, how it affects individuals, and the significant impact of proper identification and understanding.

Breaking Down Dyslexia Myths

One of the major points discussed in the episode is the common misconception about dyslexia. Dr. Sally Shaywitz emphasizes that dyslexia is not linked to intelligence. In fact, individuals with dyslexia have average to above-average IQs. The primary challenge they face is an isolated deficit in phonological processing, which affects their reading ability. This deficit often leads to struggles in school, and without proper identification, it can hinder their educational and professional achievements.

The Evolution of Dyslexia Definitions

The conversation highlights the evolution of the definition of dyslexia over the years. Initially, dyslexia was often viewed negatively, focusing on the difficulties and deficits associated with it. However, significant changes have been made to provide a more accurate and supportive understanding.

Dr. Bennett Shaywitz discusses the 2018 change in the definition, which describes dyslexia as an "unexpected difficulty in reading for someone who has the intelligence to be a much better reader.” This shift in definition helps to recognize that the reading difficulties experienced by dyslexic individuals are not due to a lack of intelligence.

The "Sea of Strengths" Model

A groundbreaking contribution from the Shaywitzes is the "Sea of Strengths" model of dyslexia. This model presents dyslexia not just as a deficit but as a condition surrounded by numerous strengths. Dyslexic individuals often exhibit remarkable abilities in areas such as concept formation, reasoning, critical thinking, vocabulary, problem-solving, empathy, and general knowledge.

Dr. Sally Shaywitz explains that by focusing solely on the reading difficulties, we overlook the vast array of strengths that dyslexic individuals possess. Recognizing and nurturing these strengths can lead to more fulfilling and successful lives for those with dyslexia.

Dyslexia and Its Broader Impact

The episode also touches on the broader societal impact of dyslexia. Many dyslexic individuals go undiagnosed and, as a result, struggle unnecessarily. This lack of diagnosis can lead to lower educational attainment and increased dropout rates. The Shaywitzes cite research indicating that a significant percentage of the prison population is dyslexic, underscoring the importance of early identification and intervention.

Moving Forward: Awareness and Action

Dr. Laura Cassidy and her guests stress the importance of spreading awareness about the true nature of dyslexia. The episode calls for a concerted effort to update outdated definitions and misconceptions, ensuring that all children with dyslexia receive the support they need to thrive.

The insights from Dr. Sally and Dr. Bennett Shaywitz offer a powerful reminder that dyslexia, while challenging, is also accompanied by a myriad of strengths. By embracing a more accurate and positive understanding of dyslexia, we can help unlock the potential of millions of individuals, leading to a brighter future for all.

Stay tuned for next week’s episode where we discuss the prevalence of dyslexia and the lack of identification in the African American community and talk about what we plan to do for the future to help undiagnosed dyslexics!

Episode 7: Prevalence of Dyslexia In Primary School Children with Drs Bennett and Sally Shaywitz

Tue, 14 May 2024 15:43:20 GMT

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Introduction:

In this episode of the DRC podcast, Dr. Laura Cassidy sits down with Dr. Bennett and Sally Shaywit from the Yale Center for Dyslexia and Creativity and renowned experts in dyslexia research, to discuss their latest study on the prevalence of dyslexia in African American children. The Shaywitzs, both members of the National Academy of Sciences, have dedicated their careers to understanding and addressing dyslexia, particularly in underserved communities.

Topics Discussed

The conversation begins with Dr. Sally Shaywitz highlighting the alarming statistics: while 20% of the general population is dyslexic, over 50% of African American children are reading below basic levels, indicating a high prevalence of dyslexia. Dr. Bennett Shaywitz explains that their collaboration with Dr. Cassidy focused on a study in New Orleans, where half of the predominantly African American students were at risk for dyslexia.

Dr. Cassidy's work, using the Shaywitz Dyslexia Screen and testing revealed that the majority of at-risk students whose parents consented for testing were indeed dyslexic. This finding is significant as it underscores the need for early screening and intervention. The Shaywitzs emphasize the importance of diagnosing dyslexia early and the availability of effective interventions.

Their study aligns with federal findings over the past 30 years, showing 50% of african-american students read below basic on NAEP data correlating with struggles with phonetic awareness and decoding which is the deficit seen in dyslexic students. This study showing a large number of African American students with dyslexia correlates with the NAEP data. Despite these findings, many of these children remain undiagnosed and underserved. The Shaywitz’s stress the urgency of spreading awareness and implementing early screening programs to identify and support dyslexic children, especially in minority communities.

Closing Thoughts

Overall, the episode sheds light on the critical need for action to address dyslexia in African American children and highlights the potential impact of early intervention on their educational outcomes and future success. The Shaywitzs' work, along with Dr. Cassidy's collaboration serves as a beacon for change in dyslexia awareness and support.

Stay tuned for Part 2 coming next week!

To read the fully published article, you can read it here .

Episode 6: Facts & Myths About Dyslexia

Tue, 07 May 2024 15:42:05 GMT

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Introduction:

Dyslexia is a common learning difference that affects the way the brain processes written and spoken language. Despite its prevalence, there are many myths and misconceptions surrounding dyslexia that can hinder understanding and support for individuals with dyslexia. In this episode, we will debunk some of the most common myths and shed light on the realities of dyslexia.

Myth 1: More Boys Have Dyslexia Than Girls

Contrary to popular belief, dyslexia does not discriminate based on gender. While it is true that boys are often diagnosed with dyslexia more frequently than girls, this may be due to differences in how dyslexia presents in boys and girls. Boys may act up in class and girls may not be as vocal about their struggles.

Myth 2: Dyslexia Is Just Seeing Letters and Numbers Backwards

One of the most persistent myths about dyslexia is that it is simply a matter of seeing letters and numbers backwards. In reality, dyslexia is a complex neurological condition that affects the way the brain processes language. Individuals with dyslexia may struggle with reading fluency and decoding words.

Myth 3: Dyslexia Is a Visual Problem

While dyslexia can impact visual processing, dyslexia is not a visual problem. Dyslexia affects the way the brain processes phonological information, making it difficult for individuals with dyslexia to recognize and manipulate the sounds of language. In a dyslexic, the brain reads from the right anterior side of the brain rather than the left posterior brain in a non-dyslexic. This can lead to difficulties in decoding words and spelling but thankfully dyslexics can learn to read if correct instruction is given but their reading takes more work.

Myth 4: Individuals with Dyslexia May Also Have Difficulties with Spelling, Handwriting, and Math

Dyslexia is not limited to difficulties with reading. Individuals with dyslexia may also struggle with spelling, handwriting, and math. These difficulties are often due to the underlying phonological processing issues associated with dyslexia. However, with the right support and interventions, individuals with dyslexia can overcome these challenges and succeed academically.

Myth 5: Children with Dyslexia Cannot Be Diagnosed Until the End of 2nd Grade

Early diagnosis is crucial for children with dyslexia. The signs of dyslexia can be present as early as preschool, and early intervention is key to helping children with dyslexia succeed in school. Parents and educators should be aware of the early signs of dyslexia, such as difficulty with rhyming, recognizing letters, and learning the alphabet.

Closing Thoughts

It is important to debunk myths and misconceptions about dyslexia to ensure that individuals with dyslexia receive the support and understanding they need. By spreading awareness and understanding about dyslexia, we can create a more supportive environment for individuals with dyslexia to thrive.

Did you know that most dyslexics are brilliant when it comes to critical thinking and creativity? Creative dyslexics such as Thomas Edison, Albert Einstein and Walt Disney were all dyslexic. Let’s remember to celebrate the unique abilities that come with dyslexia.

Thank you for listening, and be sure to tune in to our next episode where we will have a parent sharing their personal story and journey with dyslexia.

Episode 5: Legal Rights of Dyslexic Students

Mon, 29 Apr 2024 08:13:20 GMT

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In the world of education, understanding the legal rights of dyslexic students is paramount. It's a topic often clouded by misconceptions and lack of clarity, leaving many parents and students feeling lost in navigating the system. In this episode of Voices of Dyslexia, we delve deep into this crucial subject, shedding light on what every dyslexic student and their advocates should know.

The Importance of Early Assessment

Dr. Laura Cassidy and Andromeda Cartwright kick off the discussion by emphasizing the critical importance of early assessment for dyslexic students. Waiting until a child struggles significantly can exacerbate the issue, leading to missed opportunities for tailored interventions. Parents are encouraged to trust their instincts and advocate for early evaluations, bypassing programs like response to intervention (RTI) if necessary.

Using the Term "Dyslexia"

A key point highlighted in the conversation is the significance of using the term "dyslexia" rather than vague descriptors like "characteristics of dyslexia." By clearly identifying dyslexia, schools can provide targeted interventions aligned with evidence-based practices. Andromeda stresses the importance of specificity in diagnosis to ensure students receive appropriate support.

Understanding the IEP

The discussion delves into the Individualized Education Plan (IEP) as a crucial legal document that guarantees specialized instruction and accommodations for dyslexic students. Contrasted with the accommodations-only 504 plan, the IEP offers a comprehensive framework tailored to the individual needs of each student. Laura and Andromeda provide insights into the differences between the two plans, empowering parents to make informed decisions.

Accommodations and Supportive Environments

Beyond legal frameworks, the conversation extends to creating supportive environments that foster dyslexic students' strengths. Accommodations such as extended time and text-to-speech tools are highlighted, emphasizing their role in leveling the playing field. Moreover, the discussion underscores the importance of acknowledging dyslexic students' talents and nurturing their self-esteem in supportive educational settings.

Empowering Students as Advocates

A significant takeaway from the conversation is the empowerment of dyslexic students as advocates for their own education. From an early age, involving students in discussions about their dyslexia and necessary accommodations fosters self-awareness and confidence. By actively participating in IEP meetings and articulating their needs, students play a vital role in shaping their educational journey.

Conclusion

As the episode draws to a close, listeners are encouraged to leverage resources like the Louisiana Key Academy and the Dyslexia Resource Center to navigate the legal landscape effectively. Armed with knowledge and advocacy, dyslexic students and their families can ensure access to the support and accommodations they rightfully deserve, paving the way for success in education and beyond.

Episode 4: Navigating the Education System for Dyslexia Parents

Mon, 22 Apr 2024 22:56:37 GMT

N avigating The Education System for Dyslexia Parents

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Welcome to the Dyslexia Resource Center's podcast, where we delve into topics vital for parents with dyslexic children. In this episode, we're focusing on practical advice for parents, discussing how to effectively engage with schools, understand your rights, and advocate for your child's needs.

Identifying Dyslexia

The journey often begins with a parent's observation of their child's struggles in reading, writing, and spelling. Understanding dyslexia and articulating your concerns clearly is key. Dr. Laura Cassidy emphasizes the importance of documenting your child's challenges, from handwriting samples to observations of reading difficulties. Armed with this information, you can initiate constructive conversations with teachers.

Navigating School Interventions

Cassidy highlights the common scenario where schools might place struggling students in Response to Intervention (RTI) programs without identifying dyslexia. While RTI provides additional support, it may not address the specific needs of dyslexic learners. Parents are encouraged to advocate for dyslexia testing, asserting their right to evaluation at any time.

Understanding Accommodation Plans

Once dyslexia is identified, parents face decisions regarding accommodation plans: 504 or Individualized Education Program (IEP). Cassidy delineates the differences, emphasizing the legal protections and tailored support provided by an IEP, especially for younger students. However, she stresses that both plans play crucial roles in supporting dyslexic students' academic success.

Building Relationships with Educators

Effective communication with teachers and administrators is paramount. Cassidy underscores the importance of fostering positive relationships, educating educators about dyslexia, and ensuring consistent implementation of accommodations. Additionally, she encourages parents to seek out supportive communities of other dyslexia parents for mutual encouragement and advocacy.

Empowering Dyslexic Students

Central to the discussion is the empowerment of dyslexic students. Cassidy advocates for an educational environment that nurtures their strengths, acknowledges their challenges, and fosters positive self-esteem. By understanding their legal rights and collaborating with schools, parents can create supportive learning environments where dyslexic students can thrive.

Looking Ahead

As the podcast concludes, Cassidy hints at our next episode exploring the legal rights of dyslexic students, underlining the importance of informed advocacy. With resources like the Dyslexia Resource Center and supportive communities, parents can navigate the educational system with confidence and advocate effectively for their dyslexic children.

In closing, the journey of supporting a dyslexic child in school may seem daunting at first, but with knowledge, collaboration, and perseverance, it becomes a path toward empowerment and success. So, let's embark on this journey together, armed with insight and determination, for the benefit of dyslexic learners everywhere.

��DYSLEXIA RESOURCES WE RECOMMEND

→ Overcoming Dyslexia (2nd Ed.) by Dr Sally Shaywitz

→ Overcoming Dyslexia Course by Dr Sally Shaywitz

→ Special Education Law (2nd Ed.) by Peter & Pamela Wright

→ The Louisiana Key Academy

How To Advocate For Your Dyslexic Child

Sat, 20 Apr 2024 23:29:52 GMT

Empowering Your Dyslexic Child: A Guide to Effective Advocacy

Do you suspect that your child may be struggling with dyslexia? As a parent, advocating for your dyslexic child is crucial to ensuring they receive the support and resources they need to thrive in school and beyond. Understanding the challenges your child faces and knowing how to navigate the educational system can make a significant difference in their academic journey.

The Importance of Advocacy for Dyslexic Children:

In many schools, struggling students are referred to Response to Intervention (RTI) programs, which aim to provide targeted support and interventions. However, the effectiveness of RTI can vary, and most dyslexic children will not receive the specialized instruction they require within this framework. It's important for parents to be aware of their rights and options when it comes to advocating for their child's educational needs.

The RTI model typically consists of three tiers of intervention. Tier 1 involves additional resources in the classroom, while Tier 2 provides small-group instruction two to three times a week to "catch up" struggling students. If a child continues to struggle in Tier 3, they may be referred for evaluation for Special Education services. However, it's essential to note that most dyslexic children in these tiers do not have a formal diagnosis of dyslexia, which does impact the effectiveness of the interventions provided.

Early Identification and Diagnosis:

Universal screening for dyslexia , such as the Shaywitz Dyslexia Screener, is critical for early identification of at-risk students. Research has shown that the dyslexic deficit is present as early as first grade and does not diminish over time. If your child exhibits signs of dyslexia, it's essential to seek additional testing and evaluation to obtain a clinical diagnosis and ensure they receive appropriate instruction and support.

Once a diagnosis of dyslexia is confirmed, it's imperative that your child receives evidence-based instruction tailored to their specific learning needs. This instruction should not be limited to short-term interventions but should be ongoing and comprehensive. Schools like Louisiana Key Academy offer specialized programs designed to meet the needs of dyslexic students, emphasizing the importance of early intervention and targeted instruction.

Understanding the Implications of Dyslexia:

Teaching dyslexic children can be challenging, requiring educators to have a deep understanding of the implications of dyslexia across various academic domains. Dyslexia affects not only reading but also writing, spelling, speaking, and math. Early diagnosis and intervention are crucial for preventing long-term academic difficulties and ensuring positive outcomes for dyslexic students.

Accommodations and Support in the Classroom:

In addition to specialized instruction, accommodations are essential to support dyslexic students in the classroom. Longer test-taking times and other accommodations can help level the playing field, but they must be accompanied by high-quality instruction to address the root cause of reading difficulties.

Progress monitoring is another critical component of effective advocacy for dyslexic children. Assessments should measure connected text fluency and provide a comprehensive picture of a child's reading ability. One-time tests or memorization of sight words are not sufficient indicators of reading proficiency and may overlook underlying difficulties.

Empowering Yourself as an Advocate:

As a parent, it's essential to educate yourself about dyslexia so that you can effectively advocate for your child. Understanding the nature of dyslexia, its long-term impact, and available resources and support services will empower you to be a strong advocate for your child's educational needs. Check out our blog for a wealth of resources about dyslexia.

Advocacy involves working collaboratively with educators and school administrators to create a supportive learning environment where your child can thrive academically and reach their full potential.

Conclusion:

Advocating for your dyslexic child requires knowledge, persistence, and a commitment to ensuring they receive the support and resources they need to succeed. By understanding the challenges faced by dyslexic students, seeking early identification and diagnosis, advocating for evidence-based instruction and accommodations, and educating yourself about dyslexia, you can become a powerful advocate for your child's educational needs.

Remember, you are not alone in this journey. Reach out to support groups, connect with other parents of dyslexic children, and stay informed about the latest research and developments in the field of dyslexia. Together, we can empower our dyslexic children to overcome obstacles and achieve their full potential.

Episode 3: Dyslexia Testing using the Shaywitz DyslexiaScreen™️

Mon, 15 Apr 2024 17:58:16 GMT

Dyslexia Screening & Testing

with Dr Laura Cassidy & Sarah Reling

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Welcome to the Dyslexia Resource Center podcast! Today, we explore the significance of early screening and testing for dyslexia, drawing insights from a compelling conversation between Dr Laura Cassidy and Sarah Reling from the Dyslexia Resource Center.

Early Screening: A Vital Step

The conversation begins with a spotlight on the critical importance of early screening for dyslexia. Dr Cassidy and Sarah emphasize that identifying children at risk of dyslexia early on enables timely interventions, fostering better academic outcomes and bolstering self-esteem. The message is clear: early detection is key to unlocking a child's potential.

The Shaywitz Dyslexia Screener: A Reliable Tool

Central to the discussion is the Shaywitz Dyslexia Screener, hailed for its statistical validity in screening dyslexia. Laura and Sarah underscore its significance, highlighting how it stands out among screening tools, providing educators and parents with actionable insights to support dyslexic learners effectively.

Comprehensive Testing at the DRC

Sarah, as the senior manager of educational testing at the Dyslexia Resource Center, offers a glimpse into the comprehensive testing process employed at the DRC. Assessments such as the Kauffman Brief Intelligence Test (KBIT), the Comprehensive Test of Phonological Processing (CTOPP), the Test of Word Reading Efficiency (TOWRE), and oral reading fluency assessments form the backbone of this process. Through a holistic evaluation of a child's clinical history and cognitive abilities, the DRC strives to pinpoint the underlying causes of reading difficulties, particularly focusing on phonological processing issues.

Clinical Diagnosis and Intervention

The conversation underscores that the diagnosis of dyslexia hinges on an unexpected difficulty in reading, primarily stemming from challenges in phonological processing. By identifying these underlying issues, the DRC equips parents and educators with the knowledge needed to tailor interventions to meet the unique needs of dyslexic learners.

Impact and Empowerment

The conversation concludes with a poignant example illustrating the positive impact of early identification and intervention. Through the DRC's support, children can navigate their dyslexia with confidence, unlocking their full potential and achieving academic success.

Takeaways for Educators and Parents

Early screening for dyslexia is paramount for identifying at-risk children and providing timely interventions.
The Shaywitz Dyslexia Screener offers a reliable means of screening dyslexia, empowering educators and parents with actionable insights.
The testing process at the Dyslexia Resource Center involves a comprehensive assessment, aiming to uncover the root causes of reading difficulties.
Clinical diagnosis of dyslexia centers on identifying unexpected reading challenges, primarily linked to phonological processing issues.
Early identification and tailored interventions can significantly enhance a dyslexic child's self-esteem and academic journey.

In conclusion, early screening and testing for dyslexia are pivotal steps in supporting dyslexic learners on their educational journey. By fostering awareness and understanding, we can create a more inclusive and empowering learning environment for all.

Click here to get started with scheduling dyslexia testing for your child.

Episode 2: Dyslexia Explored: Myths, Facts, and Resources with Dr Laura Cassidy

Mon, 08 Apr 2024 06:01:10 GMT

Fireside Chat with the Dyslexia Resource Center

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Welcome to the Dyslexia Resource Center podcast! I’m Doctor Laura Cassidy, and today, we're delving into a crucial topic: understanding dyslexia. Whether you’re a parent, educator, or someone navigating dyslexia themselves, this discussion aims to shed light on the condition, debunk misconceptions, and provide valuable resources for support.

What is Dyslexia?

Let’s start with the basics. Dyslexia is an unexpected difficulty in reading for an individual who has the intelligence to be a much better reader. This arises from issues in phonological processing, impacting reading, writing, and spelling abilities. Contrary to common misconceptions, dyslexia affects 20% of the population, occurring equally in both boys and girls. However, its manifestation varies in severity from person to person.

Dispelling Myths

Misinformation surrounding dyslexia abounds, contributing to misunderstanding and stigma. It’s crucial to address these misconceptions head-on:

Myth 1: Dyslexia predominantly affects boys.

In reality, dyslexia occurs in both boys and girls at similar rates. However, boys may display more behavioral symptoms, while girls often internalize their struggles.

Myth 2: Dyslexics are not intelligent.

On the contrary, individuals with dyslexia often have average to above-average IQs. They possess unique strengths, including creativity and problem-solving abilities.

Myth 3: Dyslexia can be outgrown.

Dyslexia is a lifelong condition that requires support and intervention. Early identification and appropriate educational strategies are essential for managing its impact.

Understanding the Neurological Basis

Neurobiological research provides valuable insights into dyslexia. MRI scans reveal differences in brain activity between dyslexic and non-dyslexic individuals during reading tasks. Dyslexics tend to rely more on the right hemisphere of the brain, leading to inefficiencies in processing written language. Understanding these neurological differences is crucial for developing effective interventions.

Recognizing Signs and Symptoms

Early identification of dyslexia is paramount for providing timely support. Signs may manifest in childhood through delayed speech, difficulty with rhyming, and challenges in learning the alphabet. As children progress through school, struggles with reading, writing, and spelling become apparent. Reluctance to read aloud and poor spelling are common indicators.

Diagnosing Dyslexia

Accurate diagnosis is the first step towards effective intervention. Screening tools, such as the Shaywitz Dyslexia Screener, can identify children at risk for dyslexia as early as kindergarten. Clinical assessment by qualified professionals helps confirm the diagnosis and inform personalized intervention plans.

Accessing Support and Resources

Fortunately, numerous resources are available to support individuals with dyslexia and their families:

Educational Materials: Books like "Overcoming Dyslexia" by Dr. Sally Shaywitz offer invaluable insights into dyslexia and its management.
Online Courses: Platforms like Coursera offer courses on dyslexia, providing accessible education for parents and educators.
Specialized Schools: Institutions like the Louisiana Key Academy provide tailored education for dyslexic students, offering a supportive learning environment.

Empowering Advocacy

Armed with knowledge and resources, advocates for dyslexia can ensure individuals receive the support they need. Whether advocating for specialized education programs or accessing diagnostic services, proactive engagement is essential.

Conclusion

Dyslexia is a complex condition with far-reaching implications, but with understanding and support, individuals with dyslexia can thrive. By dispelling myths, recognizing early signs, and accessing appropriate resources, we can empower individuals with dyslexia to unlock their full potential.

A Call To Volunteers And Workers In Schools

Sat, 06 Apr 2024 23:22:33 GMT

Empowering Struggling Readers: A Call to Action for Educators and Volunteers

If you volunteer or work in a school setting and encounter students who are struggling with reading, you possess a unique opportunity to make a meaningful difference in their lives. It's essential to ask critical questions and explore personalized interventions for those who need extra support in reading.

By tailoring instruction to address their specific needs, you can help struggling readers build confidence, improve their skills, and unlock a world of knowledge and possibilities. Whether it's through one-on-one tutoring, guided reading sessions, or targeted interventions, your commitment and dedication can truly transform the trajectory of these students' lives.

The Power of Reading Aloud

One effective strategy is to engage struggling readers by encouraging them to read aloud to you. However, it's not enough to focus solely on sight words or familiar texts. Instead, provide opportunities for students to read unfamiliar material, such as new books or passages they haven't encountered before.

This approach helps assess their true reading abilities beyond mere memorization. By exposing struggling readers to new vocabulary and syntax, you can help expand their language skills and improve their comprehension.

Assessing Fundamental Skills

Start by assessing fundamental skills such as letter recognition and phonemic awareness. Can the student identify letters and match them to their corresponding sounds? Can they decode unfamiliar words or non-sight words? By identifying specific areas of difficulty, educators and volunteers can tailor interventions to address the unique needs of each student.

This individualized approach is crucial in providing targeted support and ensuring progress. Additionally, it's important to consider the student's fluency and comprehension. Are they able to read with accuracy, speed, and expression? Can they understand and interpret the meaning of the text? Conducting regular assessments can help track their growth and inform instructional decisions.

Creating a Positive Reading Environment

Beyond specific strategies, creating a positive reading environment is essential. Encourage a love for reading by providing access to a diverse range of books and genres. Celebrate their achievements, no matter how small, and foster a sense of community where students feel supported and valued.

Personalizing Support for Struggling Readers

Personalizing support for struggling readers is crucial for fostering real change. Individuals who struggle with reading often experience feelings of inferiority and low self-esteem. Without appropriate intervention, they may internalize these struggles as a reflection of their intelligence or work ethic. This misconception can have profound consequences for their academic and emotional well-being.

Understanding Dyslexia

One of the greatest challenges for dyslexic individuals is the lack of recognition and understanding of their condition. Without a proper diagnosis , dyslexic students may attribute their struggles to personal shortcomings rather than a specific learning difference. This misunderstanding can perpetuate feelings of inadequacy and hinder their ability to seek help and support.

By acknowledging dyslexia and its impact on reading, individuals can begin to understand the underlying reasons for their struggles. It's important to emphasize that dyslexia has nothing to do with intelligence; rather, it's a neurological condition that affects reading and language processing. Armed with this knowledge, dyslexic individuals can advocate for themselves and seek appropriate interventions to improve their reading skills.

Addressing the Broader Implications

In addition to reading difficulties, dyslexic individuals may also experience challenges with spelling, writing, test-taking, and time management. Understanding the broader implications of dyslexia can help educators and volunteers provide comprehensive support that addresses all aspects of learning.

Advocating for Change

While volunteering or working in schools is commendable, it's essential to go beyond mere participation and actively advocate for change. The stagnation in reading scores, particularly among marginalized communities, underscores the urgency of this issue. Blaming teachers or educational policies is counterproductive; instead, we must prioritize understanding dyslexia and implementing evidence-based interventions.

By raising awareness, providing training, and advocating for systemic changes, educators, administrators, and volunteers can create a more inclusive and supportive learning environment for dyslexic students.

Together, we can empower struggling readers to unlock their full potential and thrive academically and personally.

Conclusion

Empowering struggling readers requires a multifaceted approach that combines personalized interventions, understanding of dyslexia, and advocacy for change. By recognizing the unique needs of each student and addressing the broader implications of dyslexia, educators and volunteers can make a profound impact on the lives of struggling readers.

Let us unite in our efforts to create a more inclusive educational system where every student has the opportunity to succeed. To learn more about making a difference as a Dyslexia Therapist or Practitioner, check out our Dyslexia Therapy Training Program.

Episode 1: Fireside Chat with the Dyslexia Resource Center

coleythecreator@gmail.com (Nicole Armstrong) — Mon, 01 Apr 2024 16:20:27 GMT

Fireside Chat with the Dyslexia Resource Center

LISTEN ON APPLE | LISTEN ON SPOTIFY | WATCH ON YOUTUBE

We are so excited to announce the launch of our very own video podcast!

In Episode 1, join us for an intimate fireside chat with our founder, Dr. Laura Cassidy, and Dyslexia Education Director, Rhonda Smith, as they unveil the personal journeys that led them to the heart of the dyslexia community.

Dive into the mission and story behind the Dyslexia Resource Center, and gain a quick, insightful overview of the truth about dyslexia. Discover some of our most sought-after services and resources designed to support dyslexic children and empower parents on this enlightening episode.

A Failing System For Children With Dyslexia

laydencassidy@gmail.com (Laura Cassidy) — Tue, 19 Mar 2024 00:02:53 GMT

The Complexity of Reading Acquisition: Understanding Dyslexia Beyond Assumptions

Reading is often seen as a natural skill that develops effortlessly with exposure to text. However, this assumption overlooks the complexities of reading acquisition, especially for individuals with dyslexia. Contrary to popular belief, exposure to higher-level text does not automatically improve reading skills, particularly for those struggling with dyslexia.

The Overlooked Findings of the National Reading Panel: A Debate on Reading Instruction

The National Reading Panel's landmark report in 2000 outlined the fundamental principles of effective reading instruction. Unfortunately, these findings have often been overlooked, leading to ongoing debates between proponents of phonics instruction and advocates of whole language or balanced literacy approaches.

Dyslexia: More Than Just Reading Difficulty

To truly understand dyslexia, it is crucial to recognize that it extends beyond mere difficulty in reading. Dyslexia affects how individuals process language, making it challenging to break down words into their constituent sounds and match them to written symbols. This process, known as decoding, is essential for fluent reading and comprehension.

Early intervention is key in addressing dyslexia. In kindergarten, children lay the groundwork for reading through activities that develop phonemic awareness, letter recognition, and early literacy skills. By screening for dyslexia risk factors by the end of kindergarten, we can ensure early identification and intervention for those in need. Identifying and addressing foundational reading skills is essential to prevent dyslexic students from falling behind their peers.

Dyslexic students require specialized instruction that caters to their unique learning needs. This includes explicit instruction in phonemic awareness, decoding strategies, and vocabulary development. According to the National Reading Panel, 90 minute sessions of targeted instruction are recommended, ideally in small groups of six or fewer students. This allows for maximum individualized support and engagement.

Dyslexia: More Than Just Reading Difficulty

Building Reading Comprehension in Dyslexic Students: The Role of Connected Text

In addition to decoding instruction, introducing connected text is crucial for dyslexic students. By immersing students in a vocabulary-rich environment and providing opportunities to practice reading in context, educators can enhance comprehension and fluency while reinforcing decoding skills.

It's important to recognize that many bright students who struggle with reading are likely dyslexic. Without appropriate intervention, these students may continue to lag behind their peers, experiencing frustration and diminished self-esteem. Accurate decoding is foundational to reading success, and efforts to improve comprehension must prioritize building this essential skill.

Unfortunately, traditional approaches to reading instruction often fall short in meeting the needs of dyslexic students. Instead of persisting with ineffective methods, educators and policymakers must prioritize evidence-based practices that address the root causes of reading difficulties. Federal and state funding should support interventions that focus on foundational reading skills, rather than perpetuating outdated paradigms.

The Limitations of Response to Intervention (RTI) for Dyslexic Students

While Response to Intervention (RTI) programs are well-intentioned, they will not adequately address the needs of dyslexic students. Federal data shows that these programs often fail to produce meaningful improvements in reading outcomes. To truly make a difference, we must invest in interventions that target the specific challenges faced by dyslexic learners and provide them with the support they need to succeed.

Empowering Dyslexic Students: A Call for Supportive Educational Practices

In conclusion, understanding dyslexia and effective reading instruction is essential for unlocking the potential of all students. By prioritizing early identification, specialized instruction, and evidence-based practices, we can empower dyslexic individuals to overcome challenges and thrive academically.

Let's work together to create a more supportive educational landscape where every student has the opportunity to excel.

Building A Culture That Supports Dyslexic Students

Mon, 11 Mar 2024 19:45:55 GMT

Empowering Dyslexic Students: Unleashing Their Full Potential

In the realm of education, supporting dyslexic students to reach their full potential is both a noble pursuit and a rewarding endeavor. Dyslexia is often characterized by difficulties such as inaccurate decoding, slow reading, and spelling errors. While understanding these weaknesses is important in remediation and accommodations, embracing the unique strengths of dyslexic individuals can create a learning environment that fosters growth, resilience, and academic success.

Sea of Strengths Model of Dyslexia

Drs. Bennett and Sally Shaywitz of the Yale Center for Dyslexia and Creativity developed the Sea of Strengths model of dyslexia.

Individuals with dyslexia often exhibit strengths in the following areas:

Critical Thinking
Problem Solving
Reasoning
Concept Formation

One school that embraces the sea of strengths model of dyslexia is Louisiana Key Academy (LKA), a free public charter school for dyslexic students. Drs. Bennett and Sally Shaywitz acknowledge LKA as a best practice model dyslexic individuals. The school builds a culture that celebrates its students with dyslexia by not only providing evidence based remediation and accommodations, but also fortifying the students’ strengths, resulting in dyslexic students reaching their fullest potential.

Louisiana Key Academy: A Beacon of Empowerment

Louisiana Key Academy (LKA), a pioneering public charter school dedicated to dyslexic students, exemplifies the principles of the Sea of Strengths model in action. Recognized by leading experts in dyslexia research, including Drs. Bennett and Sally Shaywitz, LKA prioritizes the cultivation of students' strengths alongside targeted interventions and accommodations.

At LKA, educators undergo extensive training and professional development through the Dyslexia Resource Center. This immersive experience equips teachers with evidence-based instruction and best practices for supporting dyslexic learners. Through collaborative workshops, feedback sessions, and ongoing mentorship, teachers gain the knowledge and skills needed to create a dynamic and supportive learning environment tailored to the unique needs of their students.

The Impact of LKA's Approach

The impact of LKA's approach to dyslexia education extends far beyond the classroom. Students at LKA experience a profound sense of empowerment and self-confidence as they discover and nurture their strengths. With access to specialized instruction, assistive technology, and individualized support, dyslexic students at LKA make remarkable progress academically, socially, and emotionally.

In recognition of its innovative approach to dyslexia education, LKA has attracted national attention, including a feature on the CBS Sunday Morning show hosted by Jane Pauley. This spotlight offers a glimpse into the transformative power of education and the remarkable achievements of dyslexic individuals when provided with the right support and opportunities.

Embracing Inclusion: Unleashing Potential

By embracing the strengths of dyslexic students and fostering a culture of empowerment, educators can create a more equitable and enriching learning experience for all. Together, we can unleash the full potential of dyslexic learners and cultivate a brighter future for generations to come.

Join us in celebrating the resilience, creativity, and boundless potential of dyslexic individuals as they embark on their journey of learning and discovery.

Be sure to tune in and witness the incredible work being done by these organizations in Louisiana. Let us spread awareness, understanding, and support for dyslexic learners, so they can thrive and contribute to society in their own unique and valuable ways.

Does My Child Have Dyslexia?

Thu, 22 Feb 2024 23:30:08 GMT

Navigating Dyslexia: Understanding Diagnosis and Pathways to Support

If you suspect that your child may have dyslexia, it's natural to have questions about the diagnosis process. While functional MRI scans provide insights into the neurosignature of dyslexia, they are not used for diagnosis. Instead, clinical assessment is the typical approach, involving a thorough history and evaluation of various signs, symptoms, and tests.

When considering dyslexia, medical professionals often look for specific indicators in a child's developmental history. These may include speech delays, difficulties learning and recalling the alphabet, and a lack of interest or proficiency in rhyming. Additionally, challenges with word retrieval, especially in social settings or under pressure, may be observed.

Symptoms To Look For

One of the main symptoms of dyslexia is difficulty with reading. Dyslexic children may hesitate to read aloud, particularly in unfamiliar or stressful environments. When they do read aloud, they may experience frequent pauses, mispronunciations, and a lack of intonation (which means that the reader understands the context of the text). Spelling difficulties are also common among individuals with dyslexia. To learn more, check out our blog post: Common Symptoms of Dyslexia in Children and How To Spot Them.

The Diagnosis Process

A key aspect of diagnosing dyslexia is the concept of "unexpected difficulty in reading in relation to an individual’s higher level of intelligence." This means that dyslexic individuals, who often have average to above-average intelligence, struggle disproportionately with reading skills. This unexpected discrepancy between intelligence and reading ability is a defining characteristic of dyslexia.

During the diagnostic process, healthcare providers conduct interviews with both the child and their parents to gather information about the child's academic history, including successes and challenges. Family history is also taken into consideration since dyslexia can have a genetic component. It's not uncommon for children to be the first in their family to receive a dyslexia diagnosis, which can shed light on undiagnosed dyslexia in parents or siblings.

Once diagnosed, dyslexia is a lifelong condition; however, there is no need for the diagnosis to be repeatedly confirmed. Instead, the focus shifts to monitoring progress following interventions such as tutoring or academic support.

A comprehensive assessment of dyslexia involves evaluating both cognitive abilities and specific language skills. This often includes an IQ test to confirm average to above-average intelligence, as well as assessments like the Comprehensive Test of Phonological Processing (CTOPP) to identify phonemic deficits.

Resources for Dyslexics

Intervention for dyslexic individuals aims to improve reading fluency. This encompasses both single-word fluency and text fluency, with the ultimate goal being connected text fluency. Fluency is measured by factors such as accuracy, speed, and intonation, indicating a deeper understanding of the text beyond mere word recognition.

It's important to note that many individuals with dyslexia may also experience attention-related challenges. While stimulant medications or caffeine may help manage these issues, addressing the underlying dyslexia and achieving reading fluency remain the primary focus.

Early and ongoing progress monitoring is crucial for dyslexic individuals, particularly in decoding and fluency. By identifying and addressing challenges early on, educators and healthcare providers can better support dyslexic students on their academic journey.

Conclusion

In conclusion, while the road to a dyslexia diagnosis may involve various assessments and evaluations, it ultimately leads to targeted interventions and support tailored to the individual needs of dyslexic learners. Through ongoing collaboration between families, educators, and healthcare professionals, dyslexic individuals can thrive and reach their full potential.

Raising Awareness On The Truth About Dyslexia

Thu, 22 Feb 2024 19:44:40 GMT

Unlocking the Power of Dyslexic Minds: A Comprehensive Guide

In the realm of education, dyslexia stands as a formidable challenge for many students. Defined by the U.S. Federal law, the First Step Act, dyslexia is described as an "unexpected difficulty in reading for individuals who possess the intelligence to be much better readers." This difficulty often stems from a struggle with phonological processing, the ability to discern individual sounds within spoken language, which consequently affects one's capacity to speak, read, and spell.

The Paradox of Dyslexia

The paradox of dyslexia lies in its unexpected nature. Contrary to common misconceptions, individuals with dyslexia are often bright and intellectually capable. However, they may face hurdles in breaking down spoken words into smaller units known as phonemes. As a result, they encounter challenges in both spoken and written language. Reading becomes a difficult task, requiring significant effort to decode and recognize words. Despite these challenges, dyslexia does not diminish one's reasoning abilities, creativity, or problem-solving skills.

Reading Aloud: A Valuable Strategy

Reading aloud emerges as a valuable strategy in supporting individuals with dyslexia. It provides opportunities for gentle correction and exposure to new vocabulary. Instead of repeatedly reading simplistic texts, dyslexic individuals benefit from engaging with authentic literature to expand their vocabulary and introduce complex ideas.

While dyslexic individuals may read silently, they may struggle with accuracy, which can be mistaken for a comprehension issue. In reality, their comprehension skills are often intact, underscoring the importance of differentiated instruction tailored to their needs.

Check out our blog post “Read Out Loud” for a deeper dive into this topic.

Decoding Instruction: Striking a Balance

Explicit and systematic decoding instruction plays a pivotal role in addressing the challenges posed by dyslexia. However, striking a balance between decoding instruction and other activities is essential. Excessive focus on perfecting reading, spelling, and handwriting may detract from the benefits of reading aloud. Therefore, dyslexic individuals should engage in daily sessions of reading authentic literature aloud, preferably in small groups or one-on-one settings. These sessions should foster active participation in oral language through meaningful discussions and interactions.

Word Retrieval and Communication Skills

Dyslexia can also manifest as difficulties in word retrieval, especially in anxiety-inducing situations. Providing adequate time for responses and encouraging participation in discussions can alleviate this pressure and promote confidence in communication skills.

Celebrating Unique Strengths

It is imperative to recognize and celebrate the unique strengths of dyslexic individuals. Whether in the realms of arts, sports, or drama, dyslexic individuals often exhibit remarkable talents and abilities. Affirming their intelligence and reminding them that learning should be enjoyable can bolster their resilience in the face of challenges. While school may present obstacles, dyslexic individuals possess a keen ability to grasp the bigger picture and excel in various domains.

Access to Accommodations

Access to accommodations is crucial in supporting dyslexic individuals on their academic journey. These accommodations may include a quiet testing environment, extended time for tests, and access to assistive technology such as text-to-speech software. Offering reassurance during moments of difficulty can foster a supportive and inclusive learning environment.

Our team of dedicated educators and professionals are always available to provide guidance and support, whether you're a parent, teacher, or simply interested in learning more about dyslexia. We believe that by working together, we can create a brighter future for dyslexic students and equip them with the tools they need to succeed.

Dyslexia: Four Facts You Should Know

Sat, 27 Jan 2024 17:53:56 GMT

Dyslexia affects individuals' ability to read, write, and spell. Dyslexia is characterized as a difficulty in phonological processing, making it challenging for people with dyslexia to connect sounds to letters and letter groups. In this blog post, we will explore four key facts about dyslexia that everyone should be aware of.

Facts You Should Know

FACT 1: PREVALENCE IN DYSLEXIA

Did you know that approximately 1 in 5 individuals are affected by dyslexia? This means that in every classroom, there are bright children who struggle with reading, spelling, and writing due to dyslexia. This high prevalence underscores the need for widespread awareness and support for individuals with dyslexia.

Early identification of dyslexia is crucial as it allows for targeted interventions and support to be implemented promptly, leading to improved educational outcomes. Advocacy and raising awareness are also essential in creating inclusive environments where individuals with dyslexia can thrive. Schools, communities, and organizations have a vital role to play in promoting awareness and providing resources for those affected by dyslexia.

In an educational setting, it is common to have multiple students with dyslexia, and they may face challenges in reading, spelling, and writing compared to their peers. Educators need to be aware of dyslexia and employ appropriate teaching strategies to support these students

FACT 2: CHALLENGES IN DECODING WORDS

One of the primary hurdles for dyslexic students is decoding words. Dyslexic individuals often struggle with accurately recognizing and manipulating phonemes, making it difficult for them to understand the relationship between sounds and letters.

Phonemic awareness, the ability to identify and manipulate individual sounds within words, is a critical skill for reading development. However, dyslexic individuals may have difficulty distinguishing and manipulating phonemes due to their inherent challenges with phonological processing. This can lead to difficulties in decoding words and impede their overall reading comprehension.

Another challenge faced by dyslexic individuals is the grapheme-phoneme correspondence. Dyslexia can make it challenging for individuals to associate specific sounds with their corresponding written symbols. This can result in difficulties in accurately sounding out words, leading to errors and a lack of fluency in reading.

The struggles with decoding words that dyslexic individuals experience can have a profound impact on their overall reading comprehension. When they struggle to decode words accurately and fluently, it becomes challenging for them to understand the meaning of the text they are reading. This can hinder their academic progress and make it difficult for them to fully engage with learning materials.

Fortunately, there are various strategies and interventions that can support dyslexic individuals in improving their decoding skills, such as explicit phonics instruction, multisensory techniques, and assistive technology.

FACT 3: STRENGTHS IN CRITICAL THINKING

While dyslexia presents challenges in reading and writing, it's essential to recognize the strengths that dyslexic individuals possess. Research has shown that dyslexic individuals often excel in higher-level cognitive functions such as reasoning, critical thinking, concept formation, and problem-solving. These strengths should be celebrated and nurtured.

Dyslexic individuals have unique perspectives and ways of thinking that can contribute to their success in various areas. Here are some key points to consider when it comes to their strengths in critical thinking:

1. **Reasoning**: Dyslexic individuals often have strong reasoning abilities. They are skilled at analyzing information, identifying patterns, and making connections between different concepts. This ability allows them to approach problems from different angles and come up with innovative solutions.

2. **Critical Thinking**: Dyslexia requires individuals to develop strategies to overcome reading and writing challenges. As a result, dyslexic individuals become adept at critical thinking. They are skilled at evaluating information, thinking critically about complex issues, and making logical connections between ideas.

3. **Concept Formation**: Dyslexic individuals have a unique ability to grasp abstract concepts and form connections between seemingly unrelated ideas. This skill allows them to think outside the box and come up with creative solutions to problems.

4. **Problem-Solving**: Dyslexic individuals often excel in problem-solving tasks. They have the ability to break down complex problems into smaller components, analyze each part individually, and then put them back together to form a comprehensive solution. This process demonstrates their strong problem-solving skills.

It is important for educators, parents, and society as a whole to recognize and nurture these strengths in dyslexic individuals. By focusing on their abilities rather than their difficulties, we can empower them to reach their full potential.

FACT 4: EARLY SCREENING & EVIDENCE BASED TEACHING

Early identification and intervention are crucial for supporting children with dyslexia. By screening for dyslexia in kindergarten or first grade, educators can identify struggling students early on and provide them with evidence-based interventions tailored to their needs.

With the right support and educational strategies, children with dyslexia can overcome their challenges and thrive in the educational landscape.

Educators play a vital role in screening with an evidence based screener for dyslexia and if at risk, ensuring the students get tested for dyslexia. Tailored interventions such as multisensory instruction, phonics instruction, assistive technology, and personalized accommodations can address the specific needs of dyslexic students.

By fostering a positive mindset and promoting self-advocacy skills, educators can empower these students to reach their full potential.

Let's raise awareness about dyslexia, advocate for early screening, and promote inclusive education for all students to ensure no child is left behind in their educational journey. Together, we can make a difference in the lives of these bright individuals.

To learn more about the ways that we can help, check out our online resource for educators here.

Read Out Loud

Sun, 14 Jan 2024 04:09:19 GMT

Is your child or student struggling with reading? Are you looking for effective methods to support their reading development? One approach that has shown promising results for children with dyslexia is reading aloud. In this blog post, we will explore the importance of nurturing reading fluency in children with dyslexia and provide practical tips to help them become proficient readers.

Understanding the Challenges

Children with dyslexia face unique challenges when it comes to reading. They often struggle with decoding words accurately, which can hinder their overall comprehension. It's important to recognize that their difficulties lie not in higher-level thinking but in the decoding process itself. Dyslexic learners employ an inefficient system in the brain, making it necessary for them to exert extra effort to break down words into smaller parts.

The Role of Fluency

Fluency acts as a bridge between accuracy and comprehension in reading. Dr. Sally Shaywitz, a renowned expert in dyslexia research, emphasizes the significance of fluency for dyslexic learners. Fluent readers not only read accurately but also do so swiftly and with proper intonation. By developing fluency, children with dyslexia can enhance their overall reading abilities and better understand the written word.

Strategies for Nurturing Reading Fluency

Choose Age-Appropriate Books : Selecting books aligned with a child's interests is key to engaging their attention during reading sessions. This helps maintain motivation and enjoyment while building fluency.

Private Reading Sessions: Create a comfortable and private setting where the child can read aloud without distractions or self-consciousness. This allows them to focus on their reading without feeling judged or pressured.

Reading Pattern Observation: Pay close attention to the child's reading pattern. Are there pauses unrelated to the text's meaning? Do they struggle with pronouncing words correctly? Identifying these patterns can help pinpoint areas that need improvement.

Regular Practice: Encourage daily reading aloud from connected texts, stories, or books. Consistency is key to building fluency over time. Start with shorter passages and gradually increase the complexity and length of the readings.

Modeling and Guided Reading: Take turns reading with the child, providing a model for fluent reading. Use strategies such as echo reading, where the child repeats after you, or choral reading, where you read together.

Provide Feedback:

Offer constructive feedback on pronunciation, intonation, and pacing. Celebrate progress and provide gentle guidance for areas that need improvement.

Encourage Expression:

Help children develop prosody by emphasizing expression while reading. Encourage them to vary their tone, pitch, and volume to reflect different characters' emotions or convey the story's meaning effectively.

Use Assistive Technology:

Incorporate assistive technology tools such as text-to-speech software or audiobooks to support dyslexic learners in their reading journey.

Conclusion

Nurturing reading fluency in children with dyslexia is a gradual process that requires time, practice, and patience. By focusing on building fluency through regular reading aloud sessions and employing effective strategies, we can empower dyslexic learners to become proficient readers.

Remember, it's not about quick fixes but about providing continuous support and encouragement on their unique reading journey. Together, we can help children with dyslexia unlock their full potential and embrace the joy of reading!

Common Symptoms of Dyslexia in Children and How to Spot Them

Sat, 30 Dec 2023 16:00:00 GMT

Understanding Dyslexia: Common Symptoms in Children

Dyslexia is more common than you might think, affecting 1 in 5 individuals. It's important to note that it doesn't look the same way in everyone. In this blog post, we will explore the common symptoms of dyslexia in children and shed light on this often misunderstood condition.

Defining Dyslexia

According to federal and state law, dyslexia is characterized as "an unexpected difficulty in reading for an individual who has the intelligence to be a much better reader. And, is most commonly caused by a difficulty in the phonological processing which is the appreciation of the individual sounds of spoken language, which affects the ability of an individual to speak, read, and spell."

It is primarily caused by challenges in phonological processing, which refers to the ability to recognize and manipulate individual sounds in spoken language. As a result, individuals with dyslexia struggle with speaking, reading, and spelling.

The Connection Between Spoken and Written Language

Language development begins with spoken language. Humans have been speaking for far longer than they have been reading and writing. However, dyslexic students may experience delayed speech development, requiring the assistance of a speech therapist. Pediatricians often inquire about a child's vocabulary at around 18 months of age to identify any delays that may necessitate intervention.

During early childhood, children are exposed to oral language through conversations and read-aloud sessions at home or in prekindergarten classes. These early books often contain rhyming words that captivate children's attention. Unfortunately, dyslexic children may struggle to perceive these rhymes and fail to recognize that words like "ball," "hall," and "call" share similar sounds at the end.

Learning the Alphabet and Phonemic Awareness

As students progress, they begin learning their A,B,C's. However, dyslexic children may encounter difficulties with alphabet acquisition and struggle to remember both letter names and their corresponding sounds. What they know one day might elude them the next.

Phonemic awareness, the ability to identify and manipulate phonemes (the smallest units of language), is crucial for reading proficiency. Dyslexic students often face challenges in developing phonological and phonemic awareness. Understanding that written words can be broken down into individual sounds is essential for all children to become fluent readers.

Reading Challenges and Spelling Difficulties

Dyslexia is characterized by "an unexpected difficulty in reading". Unlike typical readers, dyslexic students do not exhibit a correlation between reading ability and intelligence. They may have average to above-average intelligence but struggle specifically with phonological processing.

Some dyslexic children may memorize common one-syllable consonant-vowel-consonant (CVC) words found in kindergarten and first-grade books, giving the illusion of reading proficiency. However, as they progress to higher grades, they become overwhelmed by multisyllabic words. Others may struggle with CVC words from the start, knowing a word on one line but failing to recognize it on subsequent lines.

Spelling poses another significant challenge for dyslexic students. While they might memorize words for a spelling test, they often forget them shortly after. When attempting to write unfamiliar words, they tend to spell phonetically, resulting in misspellings such as "laf" for "laugh" or "fone" for "phone."

The Emotional Impact and Hidden Strengths

Dyslexic students often experience anxiety and frustration due to their academic struggles without understanding the root cause. However, it's important to remember that these individuals are bright and creative. They possess excellent problem-solving skills and excel at seeing the big picture. While they may struggle with memorization and attention to detail, they can offer unique perspectives and deliver exceptional presentations on complex topics.

Empowering dyslexic children with knowledge about their condition can make a tremendous difference in their lives. Understanding why they face challenges, realizing that dyslexia has a name, and recognizing their own intelligence can boost their self-esteem. Learning about famous dyslexics and advocating for themselves equips them with the tools to navigate the educational system successfully.

While school may present challenges for dyslexic students, their struggles tend to ease as they mature and develop strategies to overcome difficulties. By understanding their personal needs in the classroom and embracing their intelligence, dyslexic individuals can persevere and lead meaningful lives.

Remember, dyslexia does not define a person's potential; it is merely a hurdle they can overcome with the right support and understanding. Let's work together to create an inclusive environment where every child can thrive, regardless of their learning differences.

Note: If you suspect your child may have dyslexia, it is recommended to consult with professionals trained in diagnosing and supporting individuals with learning disorders. We can help at the Dyslexia Resource Center.

Schedule a test today!

Dyslexia Screening and Diagnosis: What To Expect

Sat, 16 Dec 2023 16:26:04 GMT

The Importance of Screening and Early Detection

Screening for dyslexia is a crucial step in identifying individuals at risk and providing them with appropriate support. It is a process that assesses the risk of dyslexia in a large group, such as a classroom, without making a formal diagnosis. The goal is to identify those who may benefit from further testing and intervention.

Just like mammography for breast cancer screening, dyslexia screening aims to catch potential issues early on. For women over 50, mammograms are recommended to detect any signs of breast cancer because the outcomes can be severe, even fatal. Similarly, dyslexia screening in kindergarten can help identify children who may be at risk for dyslexia and provide them with the necessary support.

The Shaywitz Screener

The recommended dyslexia screener for schools is the Shaywitz Dyslexia Screen published by Pearson. This screener specifically targets dyslexia and provides valuable information to parents about their child's risk for dyslexia. If your child's school does not conduct dyslexia screening, it's important to consider having them tested if they are struggling academically.

The Dyslexia Testing Process

Dyslexia testing involves a comprehensive evaluation that goes beyond simple assessments. It includes testing the child's IQ, phonemic awareness (matching written and spoken words), reading fluency, ability to read single words, and conversations with both the child and parents about their academic history. This thorough evaluation helps confirm whether a child is dyslexic or not.

What to Expect with Dyslexia Testing and Diagnosis

If a student is found to be dyslexic through testing and interviews in first grade, it is crucial to provide them with a structured, evidence-based curriculum specifically designed for dyslexic students. Research has shown that addressing the academic gap in first grade is essential because if left unaddressed, this gap tends to widen over time (E. Ferrer et al., The Journal of Pediatrics, 2015).

Moreover, it is equally important for the child to understand their struggles and have a name for it, dyslexia. This knowledge helps them develop self-awareness and self-advocacy skills, preserving their self-esteem and empowering them to seek the support they need.

Understanding dyslexia is essential for both parents and children. Dyslexia, as defined by federal and Louisiana state law, is "an unexpected difficulty in reading for an individual who has the intelligence to be much better readers. It is most commonly caused by a difficulty in phonological processing, which is the appreciation of the individual sounds of spoken language, which affects the ability of an individual to speak, read, and spell."

It's important to note that dyslexia has nothing to do with intelligence. A dyslexic student or adult reads from the right side of the brain rather than the left, which is not as efficient for reading. Therefore, learning to read and write requires different strategies and may always require more effort compared to traditional readers.

While dyslexia poses challenges in reading and writing, dyslexic individuals often exhibit strengths in reasoning, creativity, and critical thinking. It's crucial to foster these skills both at home and in school.

Early screening and testing for dyslexia should ideally be done as early as possible. However, testing for adults is also available. Discovering the underlying cause of one's struggles can help pave the way for appropriate support and success.

Conclusion

In conclusion, dyslexia screening and testing plays a vital role in identifying individuals at risk for dyslexia. It helps initiate necessary interventions early on, ensuring that students receive the support they need to overcome challenges and thrive academically. Understanding dyslexia empowers both parents and children to navigate this journey with knowledge, resources, and resilience.

By recognizing the signs, seeking professional evaluations, and embracing the unique strengths of dyslexic individuals, we can foster an inclusive society where everyone has equal opportunities to learn and succeed.

Click here to schedule a Dyslexia Evaluation today!

Dyslexia in Incarcerated Men and Women: A New Perspective on Reading Disability in the Prison Population

Fri, 08 Dec 2023 23:32:11 GMT

The Journal of Correctional Education 72(2) • September 2021

Laura Cassidy, Kayla Reggio, Bennett A. Shaywitz, John M. Holahan & Sally E. Shaywitz

Abstract

The authors report findings on reading and IQ from a contemporary study of 145 individually tested incarcerated men and women in two maximum-security prisons in Louisiana. To their knowledge this study is the first to use the definition of dyslexia from the First Step Act (FSA) and the first to incorporate an IQ measure to differentiate those with dyslexia from individuals with cognitive impairment. The authors’ findings indicate that almost half (47%) of the participants are classified as having dyslexia, 36% proficient, and 17% cognitive impairment. Both dyslexic prisoners and nondyslexic prisoners reported academic and behavioral problems in school that led to decreased years in school and decreased high school graduation rates, with 87% reporting dropping out of school with many inmates dropping out in middle school (mean age of completion of 9.6 years of school), 97% reporting having been in special education or received accommodations, and 59% having failed to receive a high school diploma or equivalency. The authors note that although the FSA calls for the Bureau of Prisons to screen prisoners for dyslexia using a screener that is evidence- based, with proven psychometrics for validity, efficiency and low cost, as well as readily available, a screener is not a diagnostic instrument and we discuss the next steps after inmates are screened as being dyslexic.

Good evidence from a number of lines of investigation has documented widespread poor reading in prison populations. The percentage of this incarcerated population identified as dyslexic is far higher than the prevalence rate of 20% reported in the general U.S. population from an epidemiological sample survey (detailed in the following), but public policy has not yet acted and delivered solutions. This high prevalence of poor reading in incarcerated individuals has been ascribed to reduced language in family life, poor teaching, cognitive issues, poverty, and learning disabilities. Dyslexia is common in conditions of wealth or poverty, good teaching or bad, and in homes across America. We know that between 80% and 90% of those labeled as having learning disabilities are, in fact, dyslexic. Far too frequently dyslexics are not identified in schools and therefore do not receive effective reading interventions during school, so despite average or even above-average intelligence, they never develop the reading proficiency needed to obtain a job and look to a positive future.

Here we report findings on reading and IQ from a contemporary study of individually tested incarcerated men and women in two maximum-security prisons in Louisiana. These contemporary findings incorporate the provisions of the new 21st-century federal definition of dyslexia in the First Step Act (FSA, 2018).

In this article, we first review selected previous studies of reading in the prison population, studies which have encompassed both in-person evaluations and large-scale examinations of data provided by the prison administration. We next outline dyslexia in the FSA, particularly the first federal definition of dyslexia. We then briefly review the evidence for the definition, epidemiology, and treatment of dyslexia before describing the current study. The methodology, results, and discussion of the current study follow. We discuss how our findings relate to previous studies and conclude with what we consider the next steps after dyslexia is identified in incarcerated individuals.

Selected Previous Studies of Dyslexia in the Prison Population

Previous studies of reading in incarcerated individuals have utilized three distinct kinds of measures using very different sorts of metrics. One group of previous studies has tested prisoners using in-depth measures of reading. Two decades ago, Moody et al. (2000) tested 253 recently incarcerated prisoners, equally divided between men and women and approximately one third African American, one third Hispanic, and one third White. Participants were tested using the Woodcock Reading Mastery Test focusing on word attack and word identification of single-word reading and reading comprehension (Woodcock, 1987). Scoring below the 25th percentile (below a standard score of 90) was considered evidence of dyslexia. Forty-eight percent of inmates scored below the 25th percentile on the word attack test, and 62% percent scored below the 25th percentile on the passage comprehension subtest.

A decade later Shippen et al. (2010) reported Woodcock Reading Mastery scores on word identification, word attack, and passage comprehension on 266 male prisoners in a medium-security prison in Alabama, consisting of 63% African American and 35% European American. They reported that reading standard scores in African American participants were below average (in the 70s) and, for the European American cohort, low average and average (in the 80s and 90s) for word identification and passage comprehension.

A second group of studies on reading by prisoners uses tests developed for examining literacy at national and international levels. These studies examine large samples of adult prisoners using tests that measure prose literacy, document literacy, and quantitative literacy. This metric, although not easily equated to traditional measures of in-depth evaluations of prisoners using tests such as the Woodcock Reading Mastery Test, find that more than two thirds of African American prisoners are reading in the basic or below-basic reading levels in prose literacy and document literacy (Greenberg et al., 2007). This result is consonant with an earlier study using the same metrics of prose literacy and document literacy (Kirsch et al., 1993).

Still another group of studies uses a metric designed for the Program for the International Assessment of Adult Competencies: 2014 (PIAAC; Rampey et al., 2016). In order to be as efficient as possible with participants’ time, each respondent received only a portion of the assessment items. The PIAAC is not designed to provide individual scores, but rather to measure how groups of adults perform on the target domains. The primary goal of the PIAAC’s literacy assessment is to measure everyday literacy, which is defined by the PIAAC framework as “understanding, evaluating, using and engaging with written text to participate in society, to achieve one’s goals and to develop one’s knowledge and potential” (Organisation for Economic Co-operation and Development, 2012) in U.S. households and in the prison population. PIAAC provides information about five levels of literacy skills of adults. Literacy Level 2 includes working with digital or printed texts with tasks requiring matching information and texts, paraphrasing, or use of low-level inferences. Other tasks at Level 2 require comparison and contrast, reasoning, integrations of two or more pieces of information, and navigation of digital texts to identify information in various locations in the document. Approximately half (52%) of household participants scored at or below achievement Level 2, whereas nearly three quarters (72%) of the prison population scored at or below Level 2.

Dyslexia and the First Step Act

Among the provisions in the FSA 2018 (Congressional Research Service, 2019) is the requirement for the Bureau of Prisons to take steps to screen prisoners for dyslexia and to provide programs to treat prisoners who have it. Furthermore, the FSA calls for programs for dyslexia to be incorporated into evidence-based recidivism reduction programs. Critical to this goal, the act defines dyslexia:

The term “dyslexia” means an unexpected difficulty in reading for an individual who has the intelligence to be a much better reader, most commonly caused by a difficulty in the phonological processing (the appreciation of the individual sounds of spoken language), which affects the ability of an individual to speak, read, and spell.

For the first time, it establishes at a federal level that a dyslexic individual can be of average intelligence and even very bright yet read slowly—they don’t have to score below a certain level of reading to be diagnosed.

This is an extremely important law. Of particular importance are provisions in the FSA to ensure reporting of critical components in order for the Attorney General to review how well the law is being implemented in prisons operated by the Bureau of Prisons throughout the United States. These findings are to be sent in a report to the Committee of the Judiciary of the Senate. Data include statistics on the prevalence of dyslexia, effectiveness of screening programs for dyslexia and success (or lack thereof) of any programs implemented to mitigate the effects of dyslexia.

Brief Overview of Dyslexia

Dyslexia was first described over a century ago as an unexpected difficulty in reading by W. Pringle Morgan (1896), a British physician, who reported the case of 14-year-old Percy F., “a bright and intelligent boy, quick at games, and in no way inferior to others of his age. His great difficulty has been—and is now—his inability to learn to read” (p. 1378). Since that original description, the clinical picture of dyslexia as an unexpected difficulty in reading continues to be observed in the thousands of boys and girls and men and women we continue to see today and now validated in scientific studies (Figure 1; Ferrer et al., 2010).

In typical readers (Figure 1, left panel) IQ and reading are dynamically linked over time. If you are intelligent, you are highly likely to be a good reader and conversely, if you are a good reader, you are likely to be intelligent. In contrast, in dyslexic readers (Figure 1, right panel) IQ and reading diverge. In dyslexia a person can have a very high IQ yet read at a much lower level—in dyslexia, poor reading is unexpected. Dyslexics can have a very high level of intelligence yet struggle to read. What is critical is how the dyslexic person goes about reading, for example, the manner in which he or she reads and how long it takes the person to read.

Epidemiology

Dyslexia is universal, affecting all racial, ethnic, and socioeconomic groups (Rudd et al., 2007). Much of what we have come to understand about the epidemiology of dyslexia has emerged from the findings of the Connecticut Longitudinal Study (CLS). Briefly, this study, described in detail on pages 25 to 35 of S. Shaywitz and J. Shaywitz (2020), is a longitudinal epidemiologic sample survey of 445 children entering public kindergarten in Connecticut who have been followed, uninterrupted, since its onset in 1983. We are still following more than 80% of the original population and are currently testing reading (virtually) in this population who are now in their early 40s.

Using data from the CLS, we have been able to demonstrate that dyslexia affects both boys and girls approximately equally, refuting the long-standing dogma that dyslexia is a problem observed only in boys (S. Shaywitz et al., 1990). Our studies, in which every student was individually assessed for dyslexia, have also demonstrated that dyslexia is extremely common, affecting 20% of the population—one in five children, or 10 million American children, have dyslexia (Ferrer et al., 2010, 2015). This means every class has children who are dyslexic. Again, these studies were critical in refuting the extremely low prevalence rates of 0% to 3% to 4% derived from school data, data reflecting the failure of schools to screen for and assess to identify dyslexia. That schools are not identifying dyslexia represents a significant failure in our educational system and obviously reflects on estimates of prevalence, since to be counted as dyslexic children must first be identified—if children are not identified as dyslexic, they obviously cannot be counted.

Neurobiological Progress in Dyslexia

Functional brain imaging (first positron emission tomography [PET] and then functional magnetic resonance imaging [fMRI]) for the first time has made dyslexia, always considered a hidden disability, visible. Figure 2 illustrates what has come to be known as the neural signature for dyslexia—significantly greater activation in posterior reading systems in typical readers than in readers with dyslexia during a task tapping phonologic analysis.

These findings from a study (B. Shaywitz et al., 2002) of 144 children, approximately half of whom had dyslexia and half of whom were typical readers, have been replicated in reports from many investigators worldwide
(Richlan et al., 2009, 2011) and show an inefficient functioning of those left- hemisphere posterior brain systems in children and adults with dyslexia. Good evidence (Price & Devlin, 2011) indicates that a portion of the posterior brain system, the left hemisphere occipitotemporal region, acts as an interactive node for reading, assimilating the orthography (the way the word looks), the phonology (the way the word sounds), and the semantics (what the word means). Details and a more in-depth discussion of functional brain imaging are found in S. Shaywitz and J. Shaywitz (2020, pp. 68–86).

The current study

Methods

Here we describe the cognitive and reading skills and educational attainment of inmates from two maximum-security prisons in Louisiana.

Participants. The target sample for this study was 100 males and 100 females selected at random by the prison education departments at Elayn Hunt Correctional Center and Louisiana Correctional Institute for Women. Elayn Hunt is a maximum-security prison in St. Gabriel, Louisiana. Louisiana Correctional Institute for Women is a maximum-security prison, whose primary location, adjacent to Elayn Hunt, was damaged by flooding in 2016. Women in this maximum-security prison are currently housed in two locations, Elayn Hunt

Correctional Facility in St. Gabriel, Louisiana, and a facility in Baker, Louisiana. A memorandum of understanding was signed with the prison and outlined our proposal to test and then offer recommendations for dyslexic prisoners in continuing education. The cognitive and reading-related measures were administered to those who had signed the consent and completed the background survey.

Because of security and inmate availability limitations, the sample was limited to those inmates with access to the education building in the facility. Availability for visits and routine security procedures limited the participation of some inmates. The first visit included the administration of the consent and background = survey. Up to three sessions were needed to obtain the cognitive and reading-related measures. Here we report data for 145 inmates who completed the background survey and cognitive and reading-related measures.

Measures.

Background survey. The background survey designed by the Dyslexia Resource Center included demographic data and questions about the inmate’s previous educational experience. Questions included highest grade, diploma, or degree completed, and expulsion details, failure or repetition of a grade, difficulty learning to read, and time spent in special education or with accommodations.

Cognitive and reading-related measures. The Kaufman Brief Intelligence Test (KBIT-2; Kaufman & Kaufman, 2004) measures verbal and nonverbal intelligence and is frequently used to quickly assess the intellectual ability of adults in institutional settings, such as prisons, group homes, rehabilitation clinics, or mental health centers. The Comprehensive Test of Phonological Processing, 2nd edition (CTOPP-2; Wagner et al., 2013) measures the ability to blend and isolate parts of words. Phonological Awareness (PA) is the composite of age standard scores for three subtests—Elision, Blending Words, and Phoneme Isolation— and represents the examinee’s awareness of and access to the phonological structure of oral language.

The Test of Word Reading Efficiency (TOWRE-2; Torgesen et al., 2013) measures an individual’s ability to read and pronounce individually presented printed words (Sight Word Efficiency [SWE]) and phonemically regular nonwords (Phonemic Decoding Efficiency [PDE]) accurately and fluently. Because it can be administered very quickly, the test provides an efficient means of monitoring the growth of two kinds of word reading skills that are critical in the development of overall reading ability. The SWE subtest assesses the number of real words

printed in vertical lists that an individual can accurately read aloud in 45 s. Similarly, the PDE subtest measures the number of pronounceable nonwords presented in vertical lists that an individual can read aloud in 45 s. For reading fluency of connected text, we used the Aims Web Oral Reading Fluency test (ORF; Shinn & Shinn, 2002). Participants read aloud two passages. For each passage, the evaluator counts the number of words the participant reads correctly in 1 min.

Procedures and Analysis.

Best estimate classification. Best estimate classification was accomplished using methods established by Leckman et al. ( 1982). Of 165 inmates who participated in the first visit, 155 inmates completed at least some of the cognitive and reading-related measures, with 152 having data sufficient to yield a best estimate classification of their overall reading status. To categorize participants, the following general guidelines were used: a participant was classified as cognitive impairment if their KBIT-2 IQ was below 70, as proficient if their KBIT-2 IQ score was 70 or above and their TOWRE-2 and/or ORF was in a normal range, and as dyslexic if their KBIT-2 IQ was 70 or above and their TOWRE-2 and/or ORF was low. With these as general guidelines, four of the authors (LC, KR, BAS, SES), all of whom have extensive experience evaluating and diagnosing dyslexia, reviewed the history including school history and cognitive and reading-related measures for each inmate, and by consensus developed three classifications of the participants, overall reading status: (1) proficient, (2) dyslexia, or (3) cognitive impairment. A fourth classification,“indeterminate,” was assigned to seven participants for whom no consensus classification could be reached, and these participants were excluded from the final analysis. Data for 145 inmates with a best estimate classification and complete data for the cognitive and reading measures were analyzed and are reported here.

Analysis. Categorical variables were tabulated, and statistical significance was assessed using chi-square tests. Continuous measures were assessed in terms of their means and standard deviations. Linear discriminant analysis (LDA) was used to determine which variables from among age standard scores for K-BIT-2 Composite IQ, CTOPP PA Composite, TOWRE Total (timed word and nonword reading), and the Aims Web ORF raw scores were most highly associated with the classification of inmates as proficient, dyslexic, and cognitively impaired.

Results

Background Survey and Best Estimate Classifications

Summary demographics and educational experiences and best estimate classifications for the sample are presented in Table 1.

The sample was 51% male, 63% African American, with a mean age of 41 years and range of 21 to 75 years, completion of 9.6 years of grade school, and 97% having received 1 or 2 years of special education or accommodations in school. Significantly fewer participants (41%, p = .03) had achieved a high school equivalency certificate or diploma. A majority of 54% of participants self- reported that they had been expelled from school, with significant majorities of 61% and 84% who had failed or repeated a grade and dropped out of school, respectively. A constant theme in the surveys was “difficulty with reading and spelling.” Almost half (47%) of participants were classified as having dyslexia, 36% were proficient readers, and 17% were classified as in the cognitive impairment group.

Cognitive and Reading-Related Measures Discriminant Analysis

Means and standard deviations for age and the cognitive and reading-related measures for the three groups are presented in Table 2 and plotted in Figure 3.

As would be expected, means are consistently highest for the proficient group and lowest for the cognitive impairment group with the means for the dyslexia group intermediate. Note that the cognitive impairment group is separated substantially from the proficient and dyslexia groups on IQ, whereas the proficient group is increasingly separated from the dyslexia and cognitive impairment groups on phonology (CTOPP PA) and fluency (TOWRE Total standard scores and AimsWeb ORF), respectively. The pattern of dispersion suggests that the K-BIT-2 Composite IQ, TOWRE standard scores, and the ORF score are most likely to differentiate the groups in the discriminant analysis.

The discriminant analysis yielded two statistically significant discriminant functions, Wilks’s lambda [4,2,142] = 0.18, approximate F[8,278] = 46.54, p < .001. The discriminant analysis summary statistics are presented in Table 3. The first discriminant function (Factor 1) was moderately associated with IQ (K-BIT-2 Composite IQ) and fluency for connected text (ORF) with standardized loadings of .40 and .50, respectively, with the composite of IQ and fluency for connected text differentiating the groups. In contrast, Factor 2 was very highly associated with IQ (K-BIT-2 Composite IQ standardized loading = .97) and moderately negatively associated with fluency for reading isolated words (TOWRE Total, standardized loading = –.63). Thus, the combination of higher-than-expected IQ and lower-than-expected reading fluency separate the dyslexia group from

the proficient group in Factor 2. The group classifications in Table 3 defined the dispersion pattern in Figure 4.

Jackknifed classifications (for 144 leave-one-out models) in Table 4 indicated that the two discriminant functions correctly classified 89% of cases into the three groups, including 87% of the proficient group, 93% of the dyslexia group, and 84% of the cognitively impaired group.

Discussion

To our knowledge, this study is the first to use the definition of dyslexia from the FSA (2018) to examine dyslexia in incarcerated men and women, defining

dyslexia as “an unexpected difficulty in reading for an individual who has the intelligence to be a much better reader, most commonly caused by a difficulty in phonological processing.” It is also the first to incorporate an IQ measure (Kaufman & Kaufman, 2004) to differentiate those with dyslexia from individuals with cognitive impairment.

Our findings indicate that almost half (47%) of our participants are classified as having dyslexia, 36% as proficient, and 17% as cognitive impairment. These results are most comparable to findings in a previous study using in-depth measures of reading that found 48% to 62% of the cohort was dyslexic (Moody et al., 2000). It is difficult to directly compare our findings to the only other previous study of in-depth reading because although Shippen et al. (2010) reported Woodcock Reading Mastery standard scores in the 70s for word identification and passage comprehension for African American participants and in the 80s and 90s for the European American cohort, they did not specifically define dyslexia and therefore did not examine the percentage of their sample scoring in the

dyslexic range. Those previous studies using tests that measure prose literacy, document literacy, and quantitative literacy, although not directly comparable to the metrics used in our study, find that more than two thirds of African American prisoners are reading in the basic or below-basic reading levels in prose literacy and document literacy (Greenberg et al., 2007; Kirsch et al., 1993). Our findings can also be compared to that group of studies using a metric designed for the Program for the International Assessment of Adult Competencies: 2014 (PIAAC; Rampey et al., 2016). Although the PIAAC is not designed to provide individual scores, PIAAC Literacy Level 2, which requires comparison and contrast, reasoning, integrations of two or more pieces of information, and navigation of digital texts to identify information in various locations in the document, is a reasonable proxy for a cut point for dyslexia. In such studies, prison populations exhibit significantly lower levels of literacy with nearly three quarters (72%) of the prison population achieving at or below Level 2 compared to nonprison populations where approximately half (52%) of household participants achieved at or below achievement Level 2. In sum, our findings demonstrate and confirm the high prevalence of dyslexia in incarcerated individuals, a prevalence considerably greater than the 20% prevalence of dyslexia in the general population. (reviewed in S. Shaywitz & J. Shaywitz, 2020).

Furthermore, both dyslexic prisoners and nondyslexic prisoners reported academic and behavioral problems in school that led to decreased years in school and decreased high school graduation rates, with 87% reporting dropping out of school with many inmates dropping out in middle school (mean age of completion of 9.6 years of school). Nearly all prisoners (97%) reported that they had been in special education or had received accommodations and the majority (59%) failed to receive a high school diploma or equivalency. It is reasonable to suggest that the early school dropout in these dyslexic inmates compounds their slow reading. Furthermore, the testing data confirm that the dyslexic prisoners continue to read slowly and with much effort despite having average intelligence. Reading slowly, less than 120 words per minute with difficulties in decoding and recognizing words, would make obtaining a high school or college diploma difficult, especially if the instructor has little knowledge of dyslexia and does not know that the person is dyslexic. Without interventions in prison focusing explicitly on their dyslexia, dyslexic inmates are forced to repeat an educational pattern that led to their dropping out of middle and high school.

The discriminant analysis provides empirical support for classifying the participants into proficient, dyslexic, and cognitively impaired. The measures most helpful include timed reading of individual words and pseudowords (TOWRE) and timed reading of connected text (ORF), with IQ contributing substantively to classification on both measures. That the composite IQ for the proficient readers is substantially lower than their corresponding performance on the TOWRE and ORF suggests that low levels of verbal knowledge, in general, and vocabulary knowledge, in particular, are common even among the proficient readers. It may be somewhat surprising that phonological awareness failed to be highly associated with classifying the population. The most likely explanation—all three groups, including the proficient readers, performed poorly on the CTOPP PA composite, scoring below a standard score of 80. In contrast, the proficient readers achieved scores in the average range on the TOWRE Composite (standard score = 97) and at the 50th percentile on the ORF (Score = 160 correct words per minute) whereas the dyslexic and cognitively impaired groups attained

ORF scores equivalent to the fourth and first percentiles, respectively.

Next Steps

We view this study as a first step in identifying and intervening with inmates with dyslexia. In the following, we discuss how these data suggest potential recommendations and interventions that could be used by the prison education departments that could assist their efforts to help the individuals toward increased completion of high school equivalency tests and ultimately reduced recidivism. The FSA was signed into law in December 2018 with one of its important components being the establishment of a risk and needs assessment system at the Bureau of Prisons to assess the recidivism risk of all federal prisoners and to place them accordingly in programs to reduce that risk. Inmates who successfully complete a program may earn time credits that allow them to be placed in prerelease custody (James, 2019). Furthermore, the “Attorney General shall incorporate programs designed to treat dyslexia into the evidence-based recidivism reduction plan,” which the dyslexia recidivism reduction pilot project will address as dyslexic inmates are identified under the guidelines of the FSA. Under the FSA, “the Attorney General shall incorporate programs designed to

treat dyslexia into the evidence-based recidivism reduction programs” (James, 2019, pp. 6–7). Furthermore,

the Attorney General shall consider the prevalence and mitigation of dyslexia in prisons, including by reviewing statistics on the prevalence of dyslexia, and the effectiveness of any programs implemented to mitigate the effects of dyslexia, in Prisons and State-operated prisons throughout the United States. (132 STAT. 5194)

In addition, the FSA directed the Bureau of Prisons to incorporate a screening program that is evidence-based, with proven psychometrics for validity, efficient, and low cost, as well as readily available. Evidence-based means the screener is supported by scientific evidence that it is effective. Validity is measured in terms of sensitivity, specificity, and the area under the receiver operating characteristics curve (AUC-ROC). A screener is not a diagnostic instrument—its role is to quickly and efficiently identify those at risk for dyslexia. An example of a screener that meets the FSA criteria is one developed by us and Pearson, the Shaywitz Dyslexia Screen Corrections Form, which is now available and is integrated with the GED Testing Service (S. Shaywitz, 2021). It is appropriate for inmates between the ages of 18 and 65 and consists of 10 items. Psychometrics of the screener are excellent with sensitivity (true positives) .96, specificity .83 (true negatives). AUC-ROC, a metric incorporating both sensitivity and specificity, is very high, .95, where the AUC ranges from .5 (chance accuracy) to 1.0 (perfect accuracy), with 0.7 to 0.9 reflecting a strong clinical assessment. Now that a valid screener is commercially available, inmates can be easily screened and those at risk tested to confirm dyslexia as outlined in this study.

Once screened as at risk for dyslexia those inmates can be evaluated more extensively with, for example, those measures used in this study, encompassing cognitive and reading-related measures. Those inmates identified as dyslexic by the prison education departments should be provided with evidence-based instruction in reading and be encouraged to complete a high school or college degree. The presumption is that with screening, identification, and intervention, there should be a reduction in recidivism—incarcerated individuals can now conceive of a more positive future.

As shown by our findings, the challenges in decoding and reading fluency faced by dyslexic readers have implications for intervention. Educators tasked with providing reading interventions to this inmate population will find that the development of efficient word reading will be a slow and laborious process for readers with dyslexia.

Conclusion

The FSA includes a 21st-century definition of dyslexia and should be used as the foundation for dyslexia screening, testing, and educational instruction in prisons across America.

This study utilizing the up-to-date definition and testing confirms a large number, approximately half of those tested, having dyslexia. There is now an evidence-based screener available that is efficient to administer and can be used at intake but appears more appropriate to be used in the education department. Those inmates who are screened and then identified as dyslexic should have the opportunity to further their academic goals with knowledgeable teachers who can help remediate their reading skills and offer accommodations. Identification as dyslexic should improve the inmate’s self-esteem and determination as most struggled in school. Identification gives the teachers insight into the student’s previous academic failures and a pathway

to change academic outcomes and reduce recidivism. Incarcerated individuals diagnosed as dyslexic should be made aware of the Sea of Strengths model of dyslexia (Figure 5)—although they have trouble reading they have strengths in thinking—for example, problem-solving, critical thinking, reasoning. These higher level strengths are often not apparent in the early years of schooling when the focus is on reading the words on the page, which is something unidentified boys and girls with dyslexia struggle to do and are often made fun of and told that they are not very smart. Knowing that they are dyslexic and that dyslexics have a sea of strengths in higher level thinking along with receiving reading help and knowing that many dyslexics who struggled early on go on to lead very rewarding lives in multiple disciplines can bring light and hope into these dyslexic individual’s lives.

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Biographical Sketches

LAURA CASSIDY, MD, is the founder and board president of both the Dyslexia Resource

Center and Louisiana Key Academy, a public charter school for children with dyslexia.

KAYLA REGGIO, MEd, is the director of the Dyslexia Resource Center and a qualified

instructor and certified academic language therapist who has served students and adults

with dyslexia of all ages through assessment, remediation, and working to certify other

professionals in the dyslexia remediation field.

BENNETT A. SHAYWITZ, MD , is the Charles and Helen Schwab Professor in Dyslexia and

Learning Development at Yale University, the author of more than 350 scientific papers,

and a member of the National Academy of Medicine within the National Academies.

JOHN M. HOLAHAN, PhD , is the director of data management at the Yale Center for

Dyslexia & Creativity at Yale University School of Medicine.

SALLY E. SHAYWITZ, MD , is the Audrey G. Ratner Professor in Learning Development at

Yale University, a member of the National Academy of Medicine, and the author of more

than 350 scientific articles and Overcoming Dyslexia, the go-to book on dyslexia.

Early Reading at First Grade Predicts Adult Reading at 42 in Typical and Dyslexic Readers

Fri, 08 Dec 2023 17:30:51 GMT

Research indicates that the achievement gap in reading between typical and dyslexic readers is already evident in first grade and persists through adolescence. However, it is not known whether this reading gap persists into adult life. In this report we use an epidemiologic sample of 312 children (typical readers = 246; dyslexic readers = 66), followed longitudinally from age 5 through adulthood and examine two fundamental questions: 1) Is reading level in 1st grade predictive of reading proficiency in adulthood in typical and dyslexic readers? and 2) Are the trajectories of reading development from 1st through 5th grade predictive of reading

proficiency in adulthood in typical and dyslexic readers? Our findings indicate that early reading levels in 1st grade as well as the trajectory of reading development through the first five years of school were associated with reading scores in adulthood. This association was stronger for dyslexic than for typical readers, especially the latter factor. These findings indicate that the achievement gap between typical and dyslexic readers persists far beyond adolescence, in fact, into adult life.

Prevalence of Undiagnosed Dyslexia in African-Americn Primary School Children

Fri, 08 Dec 2023 17:24:16 GMT

Dyslexia is among the most common neurodevelopmental disorders in children, yet despite its high prevalence all too frequently goes undiagnosed. Consequently dyslexic children all too often fail to receive effective reading interventions. Here we report our findings from a study using a teacher completed evidence-based dyslexia screener to first screen then test predominantly African-American children in grades kindergarten through second grade in two inner city public charter schools in New Orleans. Almost half (49.2%) of the children screened as at risk for dyslexia and of these the majority were found to be dyslexic on more detailed testing. Our results suggest that large numbers of African-American students with dyslexia may be overlooked in schools.

Dyslexia Unveiled: A Parent's Role in Fostering Academic Growth

Tue, 28 Nov 2023 16:00:00 GMT

Being a parent to a dyslexic child comes with its unique challenges, but with the right knowledge and support, you can be a powerful advocate for your child's learning and development. In this guide, we will explore the importance of early intervention, the nuances of dyslexia, and practical ways to nurture your child's strengths while addressing their challenges.

Understanding Dyslexia

Dyslexia is more than a mere difficulty in reading; it's an unexpected challenge for individuals who possess the intelligence to excel in reading. Despite their average to above-average intelligence, dyslexic individuals face a specific issue with phonological processing, a crucial foundation for acquiring reading skills. Identifying and supporting these bright students early on is key to unlocking their full potential.

The Sea of Strengths Concept

Developed by Dr. Sally Shaywitz, the Sea of Strengths concept emphasizes that while dyslexic children may struggle with certain aspects of learning, they often excel in big-picture thinking and problem-solving. Recognizing and reinforcing these strengths is essential for building a positive self-perception, countering any doubts that academic struggles may instill.

Early Identification and Intervention

The significance of early identification cannot be overstated. By the spring of kindergarten, a child can reliably be diagnosed with dyslexia, allowing for targeted intervention. Testing at this stage helps determine if a child is at risk for dyslexia, particularly if they exhibit signs such as speech delays, difficulty with rhyming, and a family history of dyslexia. Early intervention programs, like those based on the Orton-Gillingham approach, can significantly narrow the academic gap and boost a dyslexic child's self-esteem.

Ongoing Support

Dyslexia is a lifelong condition, and accommodations are crucial as your child progresses through different academic levels. While dyslexia doesn't disappear, understanding the unique needs of your child at each stage is essential. Accommodations, such as extra time, a quiet room, or text-to-speech tools, should be provided consistently to ensure your child can perform at their best without feeling embarrassed.

Empowering Your Child

Encouraging your child to understand and embrace their dyslexia is a crucial aspect of their journey. By fostering open communication, providing necessary accommodations, and instilling self-advocacy skills, you equip your child to navigate the educational landscape with confidence.

Conclusion

As we unravel the science behind dyslexia, it becomes evident that neuroimaging technologies like fMRI offer invaluable insights into the intricate workings of the dyslexic brain. Armed with this knowledge, educators and parents can champion early identification and intervention, empowering dyslexic children to overcome reading challenges and thrive academically.

To learn more about the resources we offer for parents and caregivers, click here!

The Science Behind Dyslexia: Brain Differences and Research

Sun, 26 Nov 2023 15:49:58 GMT

Understanding dyslexia goes beyond observing the struggles of bright children with reading. Thanks to advancements in neuroimaging, specifically functional Magnetic Resonance Imaging (fMRI), we can now delve deep into the intricate workings of the dyslexic brain. In this blog post, we'll explore the science behind dyslexia, examining how brain differences contribute to the challenges faced by dyslexic individuals and shedding light on the importance of early identification and targeted intervention.

The Science Behind Dyslexia

The Power of fMRI

Functional MRI, a groundbreaking technology, allows us to witness the dynamic activity within the brain. By measuring changes in blood flow, fMRI unveils the distinct neural pathways dyslexic students use when reading compared to their non-dyslexic counterparts. The revelation that dyslexic students predominantly engage the right side of the brain, especially the anterior part, contrasts with the more efficient left posterior region utilized by non-dyslexic readers.

The Role of Phonological Module

At the core of reading acquisition lies the phonological module, responsible for decoding spoken language into phonemes—the smallest units of sound. Dyslexic individuals often face challenges in this crucial step, struggling to break down words into phonemes. Explicit teaching becomes essential, as dyslexic readers need more practice to grasp the concept that words are composed of blended sounds.

Eye to Brain Connectivity

Reading initiates with the eyes, which transmit visual information to the brain through the optic nerve. Neural connections between different brain regions facilitate the translation of print into meaningful words. Dyslexic individuals exhibit differences in this connectivity, particularly in the connection to the visual word form area in the left posterior region. Disruptions also extend to connections between reading and attention systems, emphasizing the role of attention mechanisms in the reading process.

The Impact of Early Identification

Identifying dyslexia early is pivotal for providing targeted reading instruction. Early intervention, encompassing phonological awareness, phonics, and reading aloud with gentle feedback, ensures dyslexic children receive the support they need. With the ideal identification window at the end of kindergarten, bright dyslexic children can learn to read alongside their peers, preventing academic gaps from widening.

Conclusion

Follow along with us on our social media channels as we share more insight this month into Dyslexia Awareness Month!

Famous People with Dyslexia: Celebrating Success

Thu, 19 Oct 2023 22:28:09 GMT

In honor of Dyslexia Awareness Month in October, we are exploring the many inspiring stories of famous dyslexics who have overcome their struggles and achieved remarkable accomplishments in life!

Stephen Spielberg: A Brilliant Filmmaker

Stephen Spielberg, the renowned filmmaker, was diagnosed with dyslexia at the age of 60. Throughout his school years, he faced difficulties in reading and academic performance. Despite these challenges, Spielberg's brilliance shone through as he created numerous adventure films during high school. One of his most beloved works, "The Goonies," was inspired by his own experiences as an outcast and victim of bullying. Later in life, he returned to college to complete his degree. Spielberg openly admits that it takes him twice as long as his peers to read books and scripts. Nevertheless, he found solace and fulfillment in making movies, stating that filmmaking became his great escape.

Gavin Newsom: From Struggles to Success

Gavin Newsom, former mayor of San Francisco and current Governor of California, was diagnosed with dyslexia at the age of 5. However, his mother chose not to disclose this information to him out of concern that it might become a crutch. Newsom struggled throughout his early school years until he stumbled upon papers at home revealing his poor grades and dyslexia diagnosis in fifth grade.

Fearful of reading aloud due to potential ridicule from classmates, he gave up on reading and focused on surviving in school through other means. Fortunately, Newsom excelled in baseball and earned a college scholarship based on his athletic abilities. In college, he discovered a passion for political science and found practicality in studying the subject. He developed strategies such as underlining important words in newspapers and compensating for his reading limitations by relying on critical thinking and adaptability. Newsom's perseverance paid off, and he went on to achieve success in business and politics. His advice to students is to develop discipline, as it can empower them to overcome any obstacle and transform their self-esteem.

Alice Beard: A Storyteller's Triumph

Alice Beard, known by her pen name Alice Renee, is an accomplished author who struggled with dyslexia throughout her school years. Writing did not come easily to her, but she persevered and honed her skills to share her stories with the world. Today, she stands as a testament to the power of determination and hard work.

Richard Branson: Dyslexia as a Catalyst for Success

Richard Branson, the CEO of Virgin Airlines, dropped out of school at the age of 16. Although his teachers didn’t know it, he was dyslexic. Branson believes that dyslexia played a crucial role in his journey towards becoming a successful entrepreneur.

It pushed him out of the traditional classroom setting and enabled him to explore his strengths and passions independently. Branson emphasizes that dyslexics possess vivid imaginations, allowing them to see the big picture and create innovative businesses. He credits dyslexia for teaching him the importance of surrounding himself with talented individuals who complement his weaknesses. While early failures were common, Branson learned from them and continued moving forward without dwelling on past mistakes.

Keira Knightley: Embracing Creativity and Intelligence

Keira Knightley, the acclaimed actress, discovered her struggles with reading at the age of six when she realized that she had been memorizing words rather than truly reading them. Despite this setback, Knightley's creativity and intelligence flourished in other areas such as art, drama, music, and creative writing. She acknowledges that confidence is paramount and understands that her spelling and punctuation may not be perfect. Nevertheless, she excels in bringing characters to life on screen, often relying on memorization.

Knightley considers herself fortunate to have been diagnosed early, as it allowed her to understand that she wasn't unintelligent but simply had to work harder.

Conclusion

These stories of Stephen Spielberg, Gavin Newsom, Alice Beard, Richard Branson, and Keira Knightly demonstrate that dyslexia does not define one's abilities or limit their potential for success.

By raising awareness about dyslexia during Dyslexia Awareness Month in October, we can foster understanding, support, and inclusivity for individuals with dyslexia. Let us celebrate their achievements and encourage others to embrace their unique strengths and talents.

Check out more stories like these on our Instagram !

Dyslexia Awareness Month: Understanding What Dyslexia Is

Sat, 30 Sep 2023 19:00:44 GMT

Supporting your child with dyslexia in the classroom is an absolute must. We believe every child, including those with dyslexia, deserves a fair shot at academic success. The good news? With some fantastic strategies up our sleeves, we can help your child shine, even in the face of dyslexia's challenges. Check out these seven dynamite strategies for parents like you, who want to supercharge your dyslexic child's classroom experience!

We think you should be aware of the following to help the one in five with dyslexia.

Dyslexia Awareness Month: Understanding What Dyslexia Is

Fundamental Aspects of Dyslexia

Dyslexia is an unexpected difficulty that affects an individual's ability to read, despite having the intelligence to be a proficient reader. It is caused by difficulties in phonological processing, which impairs the appreciation of individual sounds in spoken language, ultimately affecting speaking, reading, and spelling skills (Public Law 115-391).

But why is dyslexia unexpected?

Research has shown that in typical readers, there is a correlation between IQ and reading ability. However, in dyslexic readers, IQ and reading diverge. This means that dyslexic students possess average to above-average intelligence but struggle with reading.

Why is this?

Functional Magnetic Resonance Imaging (fMRI) provides insight into the neural systems used by typical readers compared to dyslexic readers. The fMRI scans reveal that dyslexic readers do not utilize the posterior reading system highlighted in red and yellow on the left side of the brain. Instead, they rely on the anterior system on the right side. This inefficient use of brain systems results in reading becoming a slow and fatiguing process for dyslexic individuals.

So here we have smart students who are using the anterior region of their brain for reading but still struggling with phonological processing.

What does this mean?

How does one acquire reading skills?

Speaking comes naturally to us, but reading is a skill that needs to be acquired. The beginning reader must understand that words are not just a whole envelope of sound but are made up of multiple sounds within them. For example, the word "CAT" comprises three sounds: /k/ /aaa/ /t/. Children need to realize that words can be broken down into these individual sounds and then blended together.

Moreover, children must learn that the printed words in books correspond to the sounds of spoken language. This is known as the alphabetic principle. The ultimate goal is for children to learn how to sound out words rather than memorizing them. Ideally, this connection between the sounds of spoken words (phonemes) and the alphabet should be established as early as possible, preferably in kindergarten, to ensure that the necessary neural circuitry is in place.

However, dyslexic children often struggle with phonemic awareness, which is crucial for reading development. Rhyming, an early age skill that requires recognizing sounds in words, can pose difficulties for dyslexic children. These children need explicit instruction and support in understanding that words consist of parts that can be isolated and reassembled. Phonemic awareness sets the foundation for phonics instruction, where oral sounds are linked to corresponding letters and their sounds.

Dyslexic children benefit from structured and sequential instruction, such as an Orton-Gillingham curriculum. Additionally, reading aloud with gentle feedback can also enhance their reading skills during the early years.

Dyslexic students commonly exhibit unexpected challenges in reading, but it's important to recognize that these challenges extend beyond reading alone. Their use of a different neural system also impacts spelling, speaking, and writing abilities.

Due to difficulties with sound-symbol correlation, dyslexic students often struggle with spelling. While this may improve over time, dyslexic individuals may never become exceptional spellers. However, they can leverage technology to address this challenge effectively.

Word retrieval can also be problematic for dyslexic students, particularly if they experience anxiety. Connecting spoken words to written symbols requires additional mental effort and may result in delayed or incorrect word recall.

Writing poses another challenge as it involves linking sounds to symbols. Additionally, learning a foreign language can be particularly difficult for dyslexic individuals due to the introduction of new sound systems and letters.

Fostering Inclusiveness For Individuals With Dyslexia

Understanding dyslexia through the Sea of Strengths Model is crucial. There are many strengths that a dyslexic individual possesses including strong oral vocabulary, which aids in reading comprehension and showcases their understanding of complex concepts. When combined with their reasoning and critical thinking skills, dyslexic individuals have unique opportunities in various professions such as entrepreneurship, business leadership, entertainment, law, and medicine.

Follow along with us on our social media channels as we share more insight this month into Dyslexia Awareness Month!

7 Strategies To Help Your Child With Dyslexia Succeed In The Classroom

Sat, 16 Sep 2023 19:08:33 GMT

We think you should be aware of the following to help the one in five with dyslexia.

7 Ways You Can Help Your Child Succeed In The Classroom

1. Early Diagnosis

In the world of education and child development, timing is everything. When it comes to dyslexia, identifying it early can make all the difference. While the earliest reliable diagnosis typically occurs at the end of kindergarten, there's a proactive step we can take to spot dyslexic superheroes even earlier in their journey using universal screening.

Why is it vital? It's all about providing dyslexic students with the support they need to bridge their learning gaps.

We want to introduce you to the Shaywitz Dyslexia Screener – an evidence-based tool that is efficient, inexpensive and can be administered by a dedicated teacher as early as kindergarten. If your child is deemed "at risk," psychometric testing can follow to confirm if they are dyslexic.

Here's the serious truth we can't ignore: once we hit 1st grade, things start to get real. The academic gap for dyslexic students becomes apparent, and their non-dyslexic peers are racing ahead in the world of reading. This is why we emphasize the importance of having evidence-based instruction in place for our 1st grade dyslexic champions.

Stay with us as we delve deeper into this vital topic, exploring the ways we can empower and uplift all students on their educational journeys.

2. Effective Reading Instruction for Dyslexic Students in 1st Grade

For 1st-grade dyslexic students, effective reading instruction is a priority. It is recommended to have small group sessions, limited to six students, led by a trained teacher for 90 minutes daily. This approach is based on Orton Gillingham (OG), known for its systematic and explicit methods.

We start by building a strong foundation in phonemic awareness through engaging activities like rhyming and syllable breakdown. Then, we progress to phonics instruction, teaching your child how to analyze and sound out words. This intensive 90-minute daily instruction aligns with the National Reading Panel's recommendations.

Additionally, your child will have dedicated time to read aloud during these sessions. Their teacher may provide constructive feedback to enhance vocabulary and fluency. This personalized approach in 1st grade sets the stage for your child's reading success.

3. Embracing Multi-Sensory Teaching for Dyslexic Children

A key strategy for supporting your child with dyslexia in the classroom is through multi-sensory learning activities . These activities can be particularly beneficial for children with dyslexia because they enhance memory and recall, improve focus and engagement and build deeper connections to the material.

For instance, when teaching spelling, involve sight (looking at the word), sound (hearing the word pronounced), touch (tracing the word), and movement (writing the word). This multi-sensory approach gives children multiple ways to remember information.

4. Assistive Technology

The power of assistive technology tools can't be underestimated when it comes to helping your child with dyslexia. This broad term encompasses various software, apps, and devices designed to enhance reading, writing, and comprehension skills for those who struggle with dyslexia.

Here are some examples:

Text-to-speech software converts written text into spoken words, helping your child understand text better.
Word-prediction programs suggest words as your child begins to type them, reducing spelling errors and increasing writing speed.
Audiobooks can replace traditional reading material, allowing your child to focus on comprehension without the struggle of decoding words.

By using assistive technology tools such as text-to-speech softwares and audiobooks, you can strategically open up a new world of possibilities for your child.

5 . Dyslexia-Friendly Classroom Environment

Having a supportive and inclusive environment for your child is crucial, especially for those with dyslexia. An inclusive classroom environment ensures that every child feels valued, reducing feelings of isolation or difference that can hinder learning.

For children with dyslexia, a supportive environment can make a significant difference in their educational experience. It is essential that your child’s teacher has been formally trained in working with dyslexic children and uses evidence-based instruction to accommodate your child’s needs.

6 . Supportive Homework Routine

Supporting your dyslexic child is a rewarding journey. Create a quiet homework space, and always remember, tough times don't define their potential. Foster a love for reading with books they love and explore text-to-speech options as they grow.

Engage your child in enriching conversations and watch educational videos together while embracing a growth mindset. With your dedication, we can empower your child to thrive.

7 . Learn the Sea of Strengths

We're excited to introduce you to the empowering Sea of Strengths model, developed by the esteemed Dr. Sally Shaywitz. This model provides a comprehensive understanding of dyslexia that can truly make a difference in your child's journey.

Dyslexia presents a unique challenge, primarily in the realm of phonological processing, impacting reading, spelling, and writing abilities. However, what sets dyslexic individuals apart are their remarkable strengths. They excel in higher-level thinking, exhibit exceptional reasoning and shine by showcasing their creativity and empathy.

Our mission is to guide you in recognizing and nurturing these strengths within your child. It's not just about addressing challenges but also about celebrating and empowering their exceptional abilities. By providing opportunities for your child to showcase their strengths, we help them embark on a path to success and self-discovery.

With the Sea of Strengths model as your guide, we're here to support your child's unique journey and empower them to thrive. Find more information about the Sea of Strengths model by visiting this link .

Conclusion

By embracing the strategies discussed in this article, parents like you can come together with your child’s teacher to cultivate an empowering learning environment. It's a place where your child can not only overcome challenges but also shine and reach their full potential.

For a wealth of additional resources on supporting your child's success with dyslexia, we invite you to explore our dedicated Parents and Caregivers page by clicking here .

Testimony Before Field Hearing

Sat, 29 Jul 2023 02:36:51 GMT

Testimony Before the Committee on Science, Space, and Technology

Sat, 29 Jul 2023 02:36:49 GMT

Dyslexia Resolution

Sat, 29 Jul 2023 02:36:47 GMT

Raising Awareness Of The Truth About Dyslexia

Wed, 02 Oct 2019 20:44:24 GMT

October is Dyslexia Awareness Month

We think you should be aware of the following to help the one in five with dyslexia.

Current science confirms the following.

1. There is a definition of dyslexia in U.S. Federal law. The First Step Act says…

“The term ‘dyslexia’ means an “unexpected difficulty in reading for an individual who has the intelligence to be a much better reader, most commonly caused by a difficulty in the phonological processing (the appreciation of the individual sounds of spoken language), which affects the ability of an individual to speak, read, and spell.”

2. It is unexpected because these children are bright.

They have to learn to pull apart the spoken word into smaller parts called the phoneme. Since this does not come automatically, they can also have problems with spoken and written language. They will often read with much effort as they work to decode and recognize words. They use an inefficient system for these tasks but it has nothing to do with reasoning, creativity, or problem solving.

3. This means that reading can be hard but reading aloud to a trusted professional or parent can allow gentle correction and introduction to new vocabulary.

The child should not read easy books over and over. Dyslexic children need to increase their vocabulary so reading aloud enables this as well as the introduction of new ideas. If a dyslexic child is reading silently and reading words inaccurately, a comprehension test mistakes inaccuracies for a comprehension problem. The dyslexic child works hard to read but their comprehension skills are usually good.

4. Teaching the child to “decode” in an explicit and systematic way is important but there is only so much time in a day.

Time spent to attain perfect reading, spelling, and handwriting, which are all phonologically based, takes time from reading aloud and the benefits listed above. The dyslexic child should read authentic literature aloud daily, one on one or in a small group, with a discussion that allows the dyslexic child a chance to participate in oral language. The phonologic weakness can manifest in difficulties when retrieving words, especially if nervous. Give the child time to answer and participate in a discussion.

Remember, dyslexic children are bright. Tell your self and tell your child. School can be hard but learning should be fun and dyslexics are often the first to get the “big picture”. Help them identify and celebrate their strengths in arts, sports, or drama.

Make sure they always get accommodations of a quiet room, longer test taking time, and text to speech if needed. Reassure them when all seems tough.

To learn more about dyslexia and the right type of education for dyslexic students send us your questions and schedule a visit with Louisiana Key Academy.

What To Do For My Child That Is Struggling In School

Tue, 09 Apr 2019 21:24:24 GMT

If your child is not meeting age or grade level milestones it is best to consult your pediatrician and/or someone at the school. Many times a parent will be told to “wait” or “don’t worry, he’s a boy” but this may be the wrong advice.

Children that are behind in language skills at two or beyond should be seen by the pediatrician.
If your child is f our or five and cannot remember the alphabet or numbers or has difficulty with speaking words correctly, you should seek guidance.
If a child is six or seven and has the above and/or is struggling in school , you should talk to the teacher.

If the pediatrician or you decide to talk to the school, start with the teacher first. Ask the teacher how your student is functioning in the class relative to peers. You want the teacher’s honest assessment and if your child is struggling academically or working much harder than the other children to stay on task, your child needs to be evaluated by your pediatrician or by someone at the school.

Public schools use a system called RTI- Response to Intervention which pulls children that are struggling (usually in reading and often dyslexic) out of the classroom for a limited number of weeks. If your child is in RTI, you want to know what testing or evidence led to this decision. You need more information and not assurance that six or eight weeks fixed everything. Have your child read aloud and if it is difficult, slow, or with little emotion, your child needs to be evaluated for dyslexia.

Children with dyslexia are eligible for a 504 plan (accommodations) or an IEP (Individual Education Plan) if the dyslexia is moderate to severe. 504 plans will not guarantee (not a legal document) any educational programs, but for a dyslexic child it can include time and a half and text to speech. This will not teach your child how to read but is necessary for any dyslexic as they are smart but “read slowly and with much effort”. An IEP is a legal document and proscribes the “guaranteed” education for a child with “special needs” such as dyslexia. This is offered at Louisiana Key Academy because we have trained teachers and the specific curriculum for children with dyslexia. Most schools, public or private, do not have this.

The law is on your side even if the school resists your efforts to identify why your child is struggling and get the necessary education for success.

Solution To Help You Teach Reading More Effectively

Thu, 28 Feb 2019 17:15:23 GMT

Help your dyslexic students by learning how best to meet their needs.

Have you taught bright students who struggle to learn to read? The reason these students struggle is because they have an unexpected difficulty with reading called dyslexia. We often come across students in our classrooms and try every strategy we know to help these students find success.

Have you ever wondered what more you could do to support these students? You can learn how to spot these difficulties in the classroom right away so that the child can be identified, and how to provide appropriate instructional practices to best meet the needs of the dyslexic child.

For the dyslexic student having a teacher with these skills is life changing.

Dyslexia Awareness and Training

Did you know that one in five students have dyslexia? Not only is dyslexia common, but it is also well documented. Dyslexic students are in every classroom and every school, yet most undergraduate and teacher training programs fail to adequately prepare you to identify these students.

You can help a dyslexic child understand their reading difficulty is due to dyslexia and not because they are lazy or stupid. Dyslexia awareness and training empowers you and changes the course of the child’s life.

Online courses that support you in teaching the dyslexic child.

The Dyslexia Resource Center offers online or in-person training that provides the proper tools and knowledge so that your hard work meets the needs of the dyslexic child. Join us for one out courses today!

Gain an understanding of dyslexia and how to spot dyslexic students in your classroom
Learn best practices for teaching students with dyslexia
An overview of Orton-Gillingham approaches and MUCH MORE!

The Best Tutor For Your Child Described In Detail

Fri, 22 Feb 2019 13:34:25 GMT

Tutoring a dyslexic child

First and Foremost-

You want someone who understands dyslexia and understands a child’s strengths and their weaknesses. Teaching them to read and write can be hard so a tutor must let them show off their strengths. It might be a sport, art, music, or loving their pet. Reaffirm constantly. Be patient.

A child must learn they need to pull words apart and connect the written text with the sounds of spoken language.

The tutor should understand that dyslexic children can have difficulty with word retrieval, especially if anxious.

Your child needs more than an Orton- Gillingham lesson/tutor. These lessons are good but these alone will not suffice.

Your child needs to read books that are of interest and that are grade appropriate out loud with the tutor. Gentle correction from a trusted tutor is important. The tutor should encourage the student to talk about the story after a few pages or a chapter, discuss the vocabulary, and relate it to the child’s interests. Maybe they can write about the story together. Let the child dream about the story and hopefully understand the treasure of reading a book.

The tutor needs to understand that dyslexics often have difficulty in math. Math has language too. It is not a separate process.

Spelling is difficult for dyslexics but reading out loud will help. Tutors should not give spelling tests or spend precious time on spelling.

The tutor needs to see your child several times a week for an hour or ninety minutes.

Good tutors know dyslexics often have ADD/ADHD and can tutor a child that wiggles or wonders.

A good tutor loves and laughs and understands the tremendous potential of your dyslexic child.

Are You Looking For A Reading Tutor?

laydencassidy@gmail.com (Laura Cassidy) — Fri, 26 Oct 2018 11:18:30 GMT

Do you have a bright child who is struggling to learn to read and feel like you need a tutor? Learning to read is the foundation for success in school and if your child is struggling or behind grade level in reading, time is of the essence. Most bright children who are struggling with reading are dyslexic whether they are identified or not. So, what should you look for in a tutor?

There are many gimmicks available so it is important to understand reading in a general sense. Reading starts with identification of the letters of the alphabet and linking the sounds of the alphabet with the written symbols. Children then learn to take simple words apart and break them into phonemes and then reassemble them to read the word. CAT has three sounds. C….A….T…. If you are not dyslexic this occurs fairly automatically. As you are introduced to simple words and build upon this letter sound system the non-dyslexic acknowledges that words can be pulled apart to match the sounds of the spoken word. For dyslexic children this is difficult.

If your child is struggling to read it is important to know if they can pull the word apart as above (C…A…T….) which is called decoding and/or if they are reading by sight words. Reading involves both decoding and memorized sight words. The ability to do both results in a better reader. It is important to know if the child can decode. Children can read simple material if they have memorized words but as text becomes more complex they will reach a roadblock. The approach of the tutor, the skills addressed, and how and what progress is monitored is important. Reading as a skill set takes off in non-dyslexic children in first and second grade so if your child is behind, time and money must be used wisely.

I would recommend a Certified Academic Language Therapist(CALT) or Practitioner(CALP) as my first choice. Or someone who has almost completed this training. ALTA (Academic Language Therapy Association) has a web site and can help you find a CALT in your area. There are plenty of reading tutors with no formal training and those with a few days of training. Personally, I would want a tutor who has trained and worked extensively with dyslexic children – bright children who struggle with reading. If your child is struggling with reading they are most likely also struggling with spelling and writing. A good tutor understands this and has a comprehensive knowledge of dyslexia and will love your frustrated child.

The tutor needs to work with your child’s school and your child’s teacher so that the child is progressing toward reading fluency using decoding skills and oral text reading. Your child should not be overwhelmed by two systems of language, one with a tutor and one with a school. If you need a tutor to help your child learn to read, please contact us at 225 384 5484.

Screening For Dyslexia And Not Struggling Readers

laydencassidy@gmail.com (Laura Cassidy) — Tue, 11 Sep 2018 13:54:16 GMT

Screening in kindergarten and first grade are talked about in educational circles but there are conflicting ideas about screening. Universal screening involves screening all children in a certain age group for a common condition. Screening does not make a diagnosis as the intent is to identify students at risk and then test that group to confirm those who have the entity. In dyslexia, the intent is to identify and then provide dyslexic children with the needed evidence based instruction. It is not to place a child in RTI.

The education community is against universal screening for dyslexia. In fact, they are against screening specifically for dyslexia and instead screen for “struggling readers”. Those that are identified by the screener (which is usually based on a test assessing one component of reading and not a screener) are then placed in RTI and labeled only as a “struggling reader”.

This is similar to cut offs used in assessing children for dyslexia in schools as opposed to using a preponderance of data. Dyslexia is more than a score on a reading test. Reflecting on the core sound-based phonological deficit, a range of downstream effects are observed in the dyslexic child. This includes writing, speaking, reading, and math. It does not look the same in every child and is dependent on previous instruction and the severity of dyslexia. The intent of the screener should be to identify all children with dyslexia.

Why identify those dyslexics that are not struggling? One, how can you assess all children that are struggling? Dyslexic children may have decent grades or test scores because their parents or paid professionals have tutored them. Secondly, dyslexics use a slower, inefficient system to read and therefore benefit from extra time on tests once identified. Thirdly, these bright kids know they are different from their peers so knowing that they are bright but dyslexic is a boost to their self esteem.

The education establishment doesn’t want to screen specifically for dyslexia because they don’t see a benefit. Most policy experts in education believe that identification is not necessary for success but that the problem is the teacher or the curriculum. They believe that despite the study from Yale Medical School published in the Journal of Pediatrics showing that the academic gap between dyslexics and non-dyslexics is present in the 1st grade.

They believe that despite national data (NAEP) showing 50% of Hispanics and African Americans read below Basic along with 30% of Caucasians. These are randomly chosen children and the test cannot be read to the child. The test in reading is assessing a child’s ability to decode.

There is no reason to continue this policy. Universal screening with a valid screener by the child’s teacher should be carried out in the spring of kindergarten. This screener should evaluate all the downstream affects mentioned above in order to identify and give dyslexics the success in life for them individually and for us as a society.

Does A Standardized Test Predict College Entrance And Graduation for Dyslexic Students?

Thu, 06 Sep 2018 16:47:02 GMT

Standardized Tests from the LEAP to the ACT and the Dyslexic Student

Standardized testing in 3rd grade and beyond has become the accepted evaluation of student learning and teacher effectiveness. It is said that standardized testing is necessary to prepare children to take the ACT as a junior in high school. Does a standardized test in the 3rd grade and beyond predict college entrance and graduation for dyslexic students?

Dyslexic students struggle on standardized tests. They are multiple choice tests. They are long tests. They have lots of words that the student has to work to decode- read accurately. If you have to work hard to figure out what the word is, you have less energy to then decide what the word(s) mean.

The standardized test measures the dyslexic child's weakness and not their strength. It does not reveal their intelligence, their persistence, or their knowledge. It can lead to the child and teacher feeling defeated.

In a school for dyslexic students, such as Louisiana Key Academy, the teachers understand dyslexia and realize the standardized test does not measure their effectiveness or the children's potential to get into college. If a dyslexic child is not reading on grade level, which would be most dyslexic children, the teacher should work on teaching the child to read and write on grade level (for all subjects) rather than teach to a test that does not measure their knowledge but measures their disability.

Accountability is a great idea but to be fair to schools like LKA, accountability has to be valid. Most dyslexic students are sitting in schools and are not identified as such. They make up about twenty percent of the students but at LKA they are 100% of the students. The failing scores of dyslexics at other schools are diluted by nondyslexic students. Not so at LKA.

What are valid ways to measure progress in dyslexic students?

Dyslexic students could be measured against other dyslexic students
a more valid test could be created for dyslexics
measures of reading fluency (the goal for a smart dyslexic) could be tested.

Most importantly, educators and parents need to understand what dyslexia is and that these bright children don't outgrow their dyslexia.

In a system of standardized testing, reassurance of their intelligence and outlets for their creativity are important. This system will eventually change over time, as college admissions have changed, but the children in elementary school currently need to be identified as dyslexic and given a n education based in current science , such as those at LKA. Their self esteem and life time aspirations depend on it.

A Call To Volunteers And Workers In Schools

laydencassidy@gmail.com (Laura Cassidy) — Thu, 31 May 2018 14:15:42 GMT

If you volunteer or work at a school and encounter a struggling reader, you have a unique opportunity. Please ask critical questions about students that need “extra help” for reading, that fail reading, or that attend “reading camp”.

If you read to the child, try having the child read to you. Not just sight words, but have them read text that is new to them-a book that they have never seen before. Memorization is part of reading but it is not the entirety.

Does the child know the alphabet? Can the child match sounds to the alphabet? Can a child read made up words or words other than assigned sight words?

Personalizing this endeavor could lead to real change. A child or an adult that cannot read will feel inferior and have poor self esteem.

If a child or adult has not been identified as dyslexic and struggles to read, they will think that they or stupid or lazy. How else to explain it? Policy makers may blame bad teachers or lack of vocabulary at home but that does not explain dyslexia and does not help a dyslexic student.

The consequences of our refusal to accept current science about dyslexia are real people that sit in classrooms and feel stupid (they are called stupid by their young peers), that drop out of school, or that end up in prison. We know these people. They are real people and they are young and old and the consequences affect their lives and our society.

Knowing that you are dyslexic does not solve all the problems but it does help people understand why they are struggling to read and that it has nothing to do with their intelligence. It enables children and adults to then ask the next question. And the next. How can I learn to read? Who can teach me?

And it helps them understand their struggles with spelling, writing, feeling rushed on tests, and failing tests even though they know the material.

I applaud those that volunteer or work at schools but we need you to go to the next level. Showing up at schools or prisons to work or volunteer is important but using your time and talents wisely is more important. The NAEP 2017 reading scores in the 4th grade show little improvement or loss from prior years. 50% of African Americans and Hispanics along with 30% of Caucasians read below basic. Our policies are not working and real lives are impacted. Blaming teachers may be easy but it is a false narrative. The teachers don’t get to chose the curriculum or the number of children in their class. We need teachers, administrators, and volunteers to understand dyslexia and institute changes for dyslexics.

Evidence And Not Theory About Dyslexia

laydencassidy@gmail.com (Laura Cassidy) — Fri, 13 Apr 2018 12:51:13 GMT

Louisiana Key Academy finishes its fifth year in May! LKA serves 330 children with dyslexia in 1st through 6th grade and will add 7th grade in August. A celebration is in order but reflection on the past and plans for the future is also necessary.

LKA is set up as a “best practice” model so that it can be replicated to help children with dyslexia, no matter their location or parental income. The Dyslexia Resource Center was established in October, 2016 to help and encourage others to replicate LKA. “Best practice” is a term used in medicine and implies that LKA has used the most current evidence and represents the highest standard.

The most current evidence about dyslexia is difficult to convey as the evidence is scientific and not educational theory. The evidence may be difficult to understand but it is evidence that has been duplicated and published in peer review journals. If evidence is found to refute what we currently profess, we will admit that and change our actions to mirror new evidence.

As an example- I removed parts of a person’s stomach for peptic ulcer disease when the current science held that the parietal cells in the stomach were responsible for stomach ulcers. When new evidence showed that it was bacteria that caused ulcers, I and others, never again removed stomach tissue but instead treated the ulcer with Peptol Bismol or an equivalent. Obviously, removal of stomach with the new evidence would be malpractice.

Does malpractice exist in education?

The NAEP scores were released this week and again show unacceptable reading levels for many of our children. Many of those children are dyslexic and are not identified and will never read near grade level. Unfortunately, misinformation about dyslexia is published in throw away journals as “theory” not evidence, which leads to confusion. LKA and the DRC will continue to advocate for the proven yet complicated evidence and we will try to present it in an understandable way for parents and educators.

“..speaking is natural for the human brain, reading is artificial. Our brains have only been doing it around 5,000 years. Decoding visual images into sounds takes time to learn. While 80% of the population does this automatically, dyslexics do it manually, in part because they rely on a less-efficient part of the brain” (Dr. Sally Shaywitz, Houston Chronicle, April, 2018). The dyslexic has to learn that print must be broken down into the smallest parts of the spoken word, the phoneme. The alphabet and print have sound to it!

It is not a visual or hearing problem. Reading, writing, spelling and speaking all involve the connection of print to speech or speech to print/reading.

Dyslexia can be difficult to understand but it is imperative that we get the real truth out so time or money is not wasted and dyslexic children are identified and reach their full potential. Please reach out and let us help your child or school.

Does Reading Matter?

Tue, 27 Mar 2018 18:23:45 GMT

The charter school movement was a reaction to “failing schools”. Policy makers realized that all children did not have equal opportunities often depending on their zip code. Many children were not graduating from high school and others simply were not “career ready”. Charter schools and school choice were to be sledge hammers to the education system but the vast bureaucracy still stands despite ESSA sending power “back” to the states. It maybe that the states need time as they are used to DC dictating policy or maybe the bureaucracy behemoth needs a bigger blast.

Jeb Bush and Ann Duplessis point out in the article, Only a Revolution in Educational Opportunity, will Fulfill Martin Luther King Jr.’s Dream of Justice and Equality, all is not perfect. They state that “Just 37% of today’s students will leave high school ready for college coursework or a good job. And nearly half of our African American and Hispanic fourth-graders are not even reading at a basic level.”

I believe that the fundamentals of both traditional and charter schools should be questioned in response to the NAEP scores.

Again, 50% of Hispanic and African American children cannot read at Basic on the NAEP (Nation’s Report Card) in the 4th grade. The NAEP is given to 4th, 8th and 12th graders that are randomly chosen. They are tested in reading and math as well as other subjects as a “sampling procedure” to assess children across the U.S.

The yearly accountability system on the other hand has its focus on standardized tests developed for fluent readers and are given yearly in 3rd through 8th grade and then at different times in high school.

The current system, depending on what side you are on, blames the teachers or lack of money for children not reading on a basic level and some put more validity in the standardized tests over the NAEP.

The metrics of accountability/standardized tests must be accurate measurements of performance. Can one test be an accurate measure of accountability? The underlying supposition is that if student scores on standardized tests do not progress, incentives or disincentives will encourage educators to improve teaching or the school will change how they educate their children.

There is no science that says the classroom is a homogeneous group of learners that would guarantee excellent teaching leads to results that can be replicated across the board.

I believe that many of those children that read below basic are dyslexic. fMRI’s show us that dyslexics, who are 20 % of the population, read using an inefficient part of the brain presenting as an unexpected reading difficulty. Smart children, slow readers. We also know that the achievement gap between those with dyslexia and nondyslexics is there in the 1st grade but the NAEP doesn’t start until the 4th grade and the standardized tests in 3rd grade.

Dyslexics, if identified, can get 504 accommodations for standardized testing which includes that the test is “read aloud” to them. For a dyslexic child, the “read aloud” on a standardized test does not assess reading instruction which is so crucial for a dyslexic child. The NAEP does not allow “read aloud” for the reading test except for the instructions. Should we hold schools accountable for teaching dyslexic children to read or to pass a standardized test that is read to them? And if reading is not important, is only acquired oral information important? Does this acquired information hold more promise for a dyslexic than the ability to read connected text? Will a child that cannot read have the confidence, self esteem, and skills to graduate from high school, college, and get a job?

The bureaucracy of education has made change slow. Universal screening for dyslexia in K and 1st grade so children can be identified as dyslexic (80 to 90 % of learning disabilities) is the first step. Inclusion for inclusion’s sake is wrong. Children with dyslexia should get the instruction they need and not be held hostage in a class with non-dyslexics that are already reading.

Self Esteem And The Dyslexic Child

Wed, 15 Nov 2017 19:39:38 GMT

Self esteem is a confidence and a belief in, one’s own value. Children spend most of their days in school and this environment shapes a sense of worth for many children. School can quickly wreck the self esteem of a dyslexic child.

We know that the achievement gap between dyslexic and nondyslexic children is present in the first grade. Nondyslexic children are rapidly improving their reading skills while the dyslexic child is struggling to read simple words or learn the alphabet. Since most parents and teachers equate reading skills with intelligence the dyslexic child often feels inadequate at school. These bright students do not read at a level that matches their intelligence and they are often called lazy or dumb.

from David Boies at the US Senate Help Co Hearing:

“The debilitating effect that dyslexia can have on a child’s confidence and sense of self-worth is aggravated by the fact that the very time reading and input most dominate reasoning and judgment in conventional test results, is the very time children are at their most vulnerable.

Recognizing that the difficulty in reading dyslexia causes can be mitigated by training, that alternate ways of acquiring information can be emphasized, and that dyslexia does not imply anything about a person’s ability to reason, analyze, or communicate can give students the patience to continue to work and achieve, and give their teachers and parents the patience to help and support them.”

It is important to screen in kindergarten and first grade for dyslexia so those with dyslexia are identified and given evidence based instruction and the assurance of their self worth.

Statement At Round Table With Sec DeVos On Oct. 25, 2017

laydencassidy@gmail.com (Laura Cassidy) — Thu, 02 Nov 2017 14:39:11 GMT

Thank you, Sec. DeVos, parents and advocates. I am here as a physician who took a turn into education for dyslexics. It was a natural turn since we have scientific evidence about dyslexia. Now, we must translate that science into the classroom.

I am here representing Louisiana Key Academy which is in its fifth year and serves 320 children in first through sixth grade. I am also representing the dyslexics that are in every classroom. The one in five- every race, male and female, every economic class and every state and county. Most of these children are not identified as dyslexic. They are struggling academically and neither the child nor the parent understands why.

I quote U.S. Senate Resolution 284 that was passed unanimously this year on a bipartisan basis. It calls for America- Congress, States, LEAs, schools to recognize the SIGNIFICANT educational implications of dyslexia that MUST be addressed. Note the word “significant” and that it “must be addressed” because currently it is not addressed.

Why is it significant? The achievement gap between dyslexics and non-dyslexics is present in the first grade and it does not go away. Universal screening is necessary in kindergarten and first grade so that dyslexic children can be identified as dyslexic. No other name should be given to the child; Not LD, or learning disabled, dysgraphia, or discalculia.

If you came to me as a doctor, with a sore throat, I would look at your throat. I would swab your throat if Strep throat was a possibility. If the lab confirmed Strep throat, I would give you Penicillin. I would not call Strep throat a sore throat and I would not treat Strep throat with a lozenger.

Precise terminology should be used with dyslexia as well so that students don’t sit in classrooms called or feeling lazy or dumb. Who knows what else they feel as they struggle academically.

Despite dyslexics having average to above average IQ’s, we know that dyslexics have lower high school graduation rates, lower college entrance and graduation rates and that some view it as a “school to prison pipeline”.

Educational administrators are determining the lives of individuals with dyslexia so they are determining the sum productivity of America. It cannot be that we only educate a privileged few. We must have universal screening, evidence based instruction, and appropriate accommodations for life for ALL dyslexic students.

We can do this. We cannot say, “this is too hard”, or “too expensive”, or it is a zero sum game and “takes from another group”. This is about solutions. This is America. We solve problems; think of the race to the moon, the internet creation, driverless cars.

Louisiana Key Academy is a best practice model for children with dyslexia based on current science. We (Bill and I) are here because we are committed to advancing solutions for all children with dyslexia- because it is and they deserve, the American dream.

2017 Dyslexia Senate Resolution

laydencassidy@gmail.com (Laura Cassidy) — Mon, 09 Oct 2017 13:21:38 GMT

The following is Senate Resolution 284 which passed unanimously on October 5, 2017.

Calling on Congress, schools, and State and local educational agencies to recognize the significant educational implications of dyslexia that must be addressed and designating

October 2017 as “National Dyslexia Awareness Month”.

Whereas dyslexia is—

(1) defined as an unexpected difficulty in reading for an individual who has the intelligence to be a much better reader; and

(2) most commonly caused by a difficulty in phonological processing (the appreciation of the individual sounds of spoken language), which affects the ability of an individual to speak, read, spell, and often, learn a second language;

Whereas dyslexia is the most common learning disability and affects 80 percent to 90 percent of all individuals with a learning disability;

Whereas dyslexia is persistent and highly prevalent, affecting as many as 1 out of 5 individuals;

Whereas dyslexia is a paradox in that an individual with dyslexia may have both —

(1) weaknesses in decoding that result in difficulties in accurate or fluent word recognition; and

(2) strengths in higher-level cognitive functions, such as reasoning, critical thinking, concept formation, or problem solving;

Whereas great progress has been made in understanding dyslexia on a scientific level, including the epidemiology and cognitive and neurobiological bases of dyslexia; and

Whereas early screening for and early diagnosis of dyslexia are critical for ensuring that individuals with dyslexia receive focused, evidence-based intervention that leads to fluent reading, promotion of self-awareness and self-empowerment and the provision of necessary accommodations that ensure success in school and in life: Now, therefore, be it

Resolved, That the Senate—

(1) calls on Congress, schools, and State and local educational agencies to recognize that dyslexia has significant educational implications that must be addressed; and

(2) designates October 2017 as “National Dyslexia Awareness Month”.

Key words include “significant educational implications” that “must be addressed”. This implies that dyslexia is an urgent and serious issue that is currently not being addressed in our current educational system. We need the community of dyslexia to speak out!

Dyslexia involves all aspects of language that relate to the “appreciation of the individual sounds of spoken language” which involves a large part of the school day-reading, writing, and speaking.

It is “persistent” and therefore accommodations are for life and not selected tests.

“Decoding and fluency” have to be addressed in the education of these children and that standardized testing which is written for the fluent reader test a dyslexic’s weakness and not their strengths. Strengths include “reasoning, critical thinking, concept formation, and problem solving.”

We have made great progress in “understanding dyslexia on a scientific level” so therefore those with dyslexia should have that term on their IEP and there should be no shame on the child or parents part.

“Early screening for and diagnosis of dyslexia are critical” so that they receive “evidence –based interventions that lead to fluent reading”.

The DRC exists to inform, educate, and advocate for children of dyslexia and their parents and teachers.

Personalized Learning For Children With Dyslexia

laydencassidy@gmail.com (Laura Cassidy) — Tue, 26 Sep 2017 13:48:52 GMT

Yes, look at Louisiana Key Academy.

There is a lot of enthusiasm for personalized learning. The definition varies but the theme is “understanding a child’s strengths and weaknesses”. It is also designed to meet the child’s special needs and includes the curriculum, student grouping, quality of teachers, goals and data tracking.

Personalized learning for dyslexic students does not look like a child with autism or Down Syndrome or any other disability, as each has their individual needs. It would be a disservice to all of these children. Therefore, I believe that the term, Personalized Learning for Disabilities, is of no value and causes confusion. 80 to 90% of students with a learning disability have dyslexia. So, use the name dyslexia and give these students the personalized learning they need.

Personalized Learning for dyslexics would address their phonologic weakness which can impact reading, speaking, writing, spelling and math. The goal is for them to become fluent readers. The teachers must understand that for these children “to learn to read, the child has to develop the unconscious awareness that spoken words can be pulled apart into the elemental particles of speech (i.e., phonemes) and that the letters in a written word represent these sounds,” (Dr. Sally Shaywitz). It is this understanding that will help the teacher to really grasp the reason the child struggles with not only reading but also spelling and in many cases, speaking, writing and/or math.

If a teacher sees these struggles or labels these, as different “processes”, time and resources will be wasted. These dyslexic children don’t need adaptive PE or OT for handwriting. They need teachers that understand dyslexia. They need placement in a curriculum based on current scientific evidence and the National Reading Panel recommendations, including instruction in small groups of six or less with other dyslexic children that are in the same place in the language curriculum. Their teachers should include speech language pathologists who are trained in/and instruct in the curriculum so all speech and language instruction is integrated. Instruction in structured language arts must be ninety minutes daily. Daily math instruction must be delivered, again by a teacher that understands dyslexia and its impact on math including the large language component of math.

Since, dyslexia is an isolated defect we know that their ability to think critically and reason is average to above average. They need opportunities to showcase their ability to think and reason and to express themselves creatively. There are many famous dyslexics in the movie industry, in the computer industry, in law, and engineering. Classes and activities should be offered to develop these strengths.

Data tracking should follow their phonemic weakness (and fluency) and improvements with the appropriate instruction. Reading comprehension follows fluency. Standardized test, tests their disability, and not their abilities and must be given with extra time and text to voice accommodations if needed.

Personalized Learning for children with dyslexia can be great, if it looks like LKA!

When and Why To Screen Children For Dyslexia

laydencassidy@gmail.com (Laura Cassidy) — Wed, 20 Sep 2017 15:29:44 GMT

There are two important reasons for universal screening of children in kindergarten and first grade:

1. A large achievement gap in reading is present in the first grade between dyslexic and non-dyslexic students. This gap does not go away. Waiting does not improve outcomes.

2. We can identify children with dyslexia in kindergarten and first grade and enroll them in an evidence based program. Waiting does not improve outcomes.

Without screening and identification, we know these children have a greater chance of dropping out of high school, not enrolling in college, earning decreased wages and a greater likelihood of incarceration. Waiting does not improve their outcomes.

A screening test for dyslexia (the DRC uses the Shaywitz Screener) should be reliable and easily administered. The Shaywitz Screener is administered by the child’s teacher. The teacher, after spending months with the child in the classroom is the person most likely to accurately assess the lack of skills that would identify a child who is “at risk” for having dyslexia. The goal is to see which children are at risk for dyslexia. Once identified, additional testing must be undertaken to ascertain which children are dyslexic. Once identified as dyslexic, the children should be in a group of six or less with a teacher who is truly knowledgeable about dyslexia and instructs the child in phonological awareness and letter identification (as outlined by the National Reading Panel and addressed by What Works Clearinghouse). This should take place for ninety minutes daily and include reading out loud.

Currently, children in the early years of school are identified as struggling academically and given help (usually in reading) without screening for dyslexia. The child is often tested after six weeks and deemed either “ready” to stay in the regular classroom or “needs additional” help.

So, the child has been identified as struggling academically, given additional resources, and tested on whether to return to the regular classroom. Again, this has all been done without any screening for dyslexia. We know dyslexia is common and and is responsible for an achievement gap in reading in the first grade.

This is “with holding” life changing treatment and using valuable resources irresponsibly.

If a patient went to their doctor with a sore throat, the doctor would inspect the throat. If there was an infection, often a swab for Strep throat would be done. The swab goes to the lab for testing and if positive, the doctor gives the patient the antibiotic suitable to eradicate the streptococcus bacteria. The doctor would not look at a possible Strep infection and send the patient home with a lozenger nor would the doctor swab the throat, get a diagnosis of Strep, and not give the appropriate antibiotic.

Our knowledge of dyslexia is specific like that of Strep throat. Not identifying and giving a dyslexic child evidence based resources is harmful to the child and wastes limited money that should instead be spent to improve outcomes.

What Is In A Name?

laydencassidy@gmail.com (Laura Cassidy) — Mon, 11 Sep 2017 18:38:07 GMT

As we approach Dyslexia Awareness Month we should talk about the importance of using the name “dyslexia” when appropriate, which is when a child is dyslexic. Seems fairly obvious, right?

Dyslexia is a specific entity that should be identified so the child can be given the evidence based instruction needed for success.

Dyslexia is an UNEXPECTED difficulty in reading. Unexpected because they are bright kids but their brain uses an inefficient system to read so they have difficulty connecting the smallest parts of the spoken word to letters.

On the other hand, lumping dyslexic children with others in a vague category of “Learning Disabilities” does a disservice to children with dyslexia. Doctors don’t call Strep throat a sore throat. It is specifically called “Strep” throat for the bacteria, Streptococcus and the patient is given the appropriate, specific antibiotic.

Children with dyslexia should know they are dyslexic, what dyslexia is, and how to advocate for themselves. They are less likely to get the education they need if they are not identified as dyslexic and more likely to feel that something is wrong with them if they don’t know that they are dyslexic. These bright children that struggle with reading, writing, spelling and/or math need to understand why they are struggling in school. They are smart enough to know that they are different from their peers and they can subsequently have low self esteem, anxiety and act out in class.

It also also time to bust the myths that surround dyslexia:

-Dyslexics can be slow readers so they are slow thinkers. No, they can be slow readers but they are quick thinkers.

-Spelling is correlated with intelligence or capabilities. No. The truth is Dyslexics are bright but often very poor spellers.

-Dyslexics can often have trouble with math in the early years or with language heavy math problems so my child ‘s career is limited. No, there are many engineers that are dyslexic.

-My dyslexic child is struggling academically so I should accept that h/her life will be limited. No, persevere and get your child the instruction and accommodations needed for success.

-They cannot put “dyslexia” on my child’s IEP. Not true. Your child will be in the category- Specific Learning Disability but under that, dyslexia CAN and Should be written.

- I am an adult and just found out I am dyslexic but there is no need to speak out. NO! Please be public so you can encourage others and the community of dyslexics will grow stronger.

So, educate yourself and your child. Don’t be embarrassed to use the word “dyslexia”. Encourage your child to use it and make sure anyone involved in your child’s education knows that s/he is dyslexic so like Penicillin for “Strep” throat your child gets the education needed specific to dyslexia.

October Is Dyslexia Awareness Month

laydencassidy@gmail.com (Laura Cassidy) — Wed, 30 Aug 2017 16:22:05 GMT

October is Dyslexia Awareness Month so display “red lights” at home or work to bring attention to the many students and adults with dyslexia. Please join the dyslexic community as we encourage parents and educators to learn about dyslexia, to screen and identify children with dyslexia, and to give dyslexic children the appropriate education.

Dyslexia knows no income, racial, or geographical boundaries. The long term impact on educational outcomes including high school graduation, college graduation, incarceration rates, and differences in earnings has been well documented. Unidentified and un-remediated dyslexia has severe consequences for individuals and communities.

80% to 90% of children classified as learning disabled are dyslexic. Most of these children are not identified as dyslexic. October is the time to change this as we tell others about the many children with dyslexia (1n5).

Dyslexia is NOT seeing letters backwards.

Dyslexia is defined as “an expected difficulty in reading”. It is unexpected because they are bright children but they cannot pull apart words into the smallest parts (phonemes) and match them to the spoken word.

Dyslexia does not go away.

Dyslexia can be identified in kindergarten and first grade.

Children with dyslexia must be taught to read in a way that addresses their phonemic deficit and it CANNOT be done in 6 weeks.

The earlier the correct instruction is started in the classroom the better the result. Ideally, Instruction would start in the first grade and would continue until the child is an accurate and fluent reader.

Dyslexic children are NOT stupid or lazy.

Do not hide your Dyslexia. Be an advocate for yourself and all dyslexics.

What To Do When A Bright Student Struggles Academically?

laydencassidy@gmail.com (Laura Cassidy) — Wed, 26 Jul 2017 22:08:13 GMT

My child is struggling at school and I think s/he has dyslexia?

Children with dyslexia have a difficult time getting the special services needed in school because schools often use a formula looking at the discrepancy between their IQ and their school achievement.

This gap has to be large per a formula to qualify for special educational services in schools. That can mean that the child must have failure rather than mediocre grades despite much effort put forth by the child. That means failure and shame are often necessary to diagnose a valid entity – dyslexia.

The federal government allows this model but said it cannot be the only method of evaluation. Unfortunately, many schools use this formula as it allows a “fill in the blank”/calculator approach rather than really understanding what dyslexia is and the services a child with dyslexia needs. Instead, the school can and should use a “preponderance” of appropriate data.

Children with dyslexia have average to above average intelligence. They read using a different pathway than non-dyslexic students use to read which means they read slower and with much effort. The pathway used is not as “efficient” as a non- dyslexic child. For children with dyslexia to learn to read equal to their IQ, they must be identified as dyslexic and taught in a specific way that works with their alternate reading pathway. If not identified, the child may be labeled as “lazy” or “dumb”.

This “inefficient” pathway slows down reading despite their intelligence. So, they must be identified, given the appropriate instruction, and always get more time for reading and testing regardless of their grade(s).

This alternate system is used for reading but not for critical thinking. Parents see these bright children with normal to above normal IQ’s struggle with reading, writing, and speaking which can be confusing. But, it is crucial for parents and educators to understand this concept. A bright child struggling academically needs to be evaluated by appropriate tests for dyslexia.

And as the quote in DRC Blog 10 from Dr. Sally Shaywitz says, “the disparity within the person, not comparing one person to another..” The discrepancy model will often prevent the child being identified as dyslexic. But, an evaluation of the correct tests/data and discussion with the parents and the child will lead to the identification of children with dyslexia.

Please look at the information on our web site and contact us for help or additional information. We are here to help you.

We Are Here To Help Parents And Educators

laydencassidy@gmail.com (Laura Cassidy) — Wed, 19 Jul 2017 20:53:19 GMT

Could a child you know be dyslexic? If you as a parent or a teacher have a bright child that is struggling to learn to read in school, please read on. Dyslexia can be identified in kindergarten and if given the proper instruction dyslexic children can read without an audio device. In public schools, the law says the parent or teacher can initiate the process of evaluation for dyslexia. This “child find” is described below in an excerpt from a letter sent out by the U.S. Dept. of Special Education.

OSERS/ Melody Musgrove sent out a letter in 2011 regarding “child find”. It said that identification of children with disabilities should be timely and that no procedures or practices delay that identification. It further said that some instances, “LEAs maybe using Response To Intervention (RTI) to delay or deny a timely initial evaluation for children suspected of having a disability.”

It further stated that the “While the Department of Education does not subscribe to a particular RTI framework, the core characteristics that underpin the RTI modes are (1) students receive high quality research-based instruction in their general education setting; (2) continuous monitoring of student performance;(3)all students are screened for academic and behavioral problems; and (4) multiple tiers of instruction that are progressively more intense, based on the student’s response to instruction.” It further says “children who do not respond to interventions and are potentially eligible for special education and related services are referred for evaluation; and those children who simply need intense short- term interventions are provided those interventions.”

The OSERS/Musgrove letter further stated that “the criteria adopted by the State: (1) must not require the use of a severe discrepancy between intellectual ability and achievement for determining whether a child has an SLD; (2) must permit the use of a process based on the child’s response to scientific research-based intervention; and (3) may permit the use of other alternative research based procedures for determining whether a child has an SLD.

In other words, as Dr. Sally Shaywitz said …….“very foundation and basis of dyslexia whose definition resides in a comparison between a person’s reading (accuracy or fluency) and his intelligence, level of education, or professional status. Thus, dyslexia at its core and in its definition is disparity within the person, not comparing one person to another.….In diagnosing dyslexia, you are comparing that person’s reading ability to his cognitive ability, educational level, or professional stature.”

The Dyslexia Resource Center is here to help parents and educators so that children with dyslexia are identified and given the instruction needed for them to succeed. Issues can arise as when to test for dyslexia, how to test, what kind of instruction is necessary and for how long? How do I know my child will learn to read? Graduate high school? If you have questions about your child or a child in your class or school, please email or call us.

Valid Accountability

laydencassidy@gmail.com (Laura Cassidy) — Mon, 12 Jun 2017 19:38:23 GMT

Accountability matters. In any good organization, transparency and accountability are the cornerstones of success. Transparency is the ability of someone in or outside of the organization to get an accurate assessment of the organization’s structure, mechanics, and finances. Accountability can be harder to assess since it involves knowledge of the industry. The metrics of accountability must be accurate indicators of performance.

Education has embraced accountability so parents and tax payers can make decisions for their children and their tax dollars. Schools like Louisiana Key Academy, a school for children with dyslexia, are held accountable by the same standards as a traditional school. Is that accurate accountability?

The accountability system’s focus is on standardized tests developed for fluent readers. Reading fluency doesn’t occur quickly or easily for dyslexic students and only with specific instruction.

Schools like LKA take children with dyslexia, despite academic failure, and are given a school performance score based on standardized testing for fluent readers-without consideration of science (inefficient reading systems) or reading grade level of students.

Students entering 2nd grade or above at LKA are several grade levels behind in reading. A poor academic performance score for a school working to teach dyslexic children fundamentals of language –reading, writing, and speaking says to the community that the school and the students are a failure.

Since most dyslexic children are not identified in schools, there is no normed standardized test data for children with dyslexia as compared to children without dyslexia.

If science(fMRI) acknowledges that dyslexics read using an inefficient part of the brain and that the achievement gap is there in the 1st grade, should that go into the equation of accountability? If a school does not identify a student as dyslexic and the child transfers to a school like LKA after academic failure should LKA be held responsible?

Dyslexics, if identified, can get 504 accommodations which includes that the test is “read aloud” to them. For a dyslexic child, the standardized test “read aloud” is still difficult as it is language heavy. Also, “read aloud” does not assess reading instruction which is so crucial for dyslexic children. Do we believe these children should learn to read or should we just give then an audio device? Should we hold schools accountable for teaching dyslexic children to read?

And if children with dyslexia have the standardized test read aloud to them, is that accurate accountability? If so, then society has decided that reading is not important, only acquired oral information is important. Does this acquired information hold more promise for a dyslexic than the ability to read connected text? Will a child that cannot read have the confidence, self esteem, and skills to graduate from high school, college, and get a job?

Education must catch up with science so these children are identified and given the necessary education for them to read (and the data for policy makers to develop valid accountability).

NAEP- The Nation's Report Card In Reading

laydencassidy@gmail.com (Laura Cassidy) — Wed, 31 May 2017 14:36:50 GMT

Could the problem be the unidentified children with dyslexia?

The NAEP (National Assessment of Educational Progress) 2015 data shows that for 4th graders in America, 32% of these children read at below basic (in Louisiana, 37% read below basic, which is actually up from previous years), 33% read at basic level (35% in Louisiana) and 27% are proficient readers (23% in Louisiana) and the remainder are advanced readers.

2015 data of 8th graders national scores show 25% are reading below basic (34% in Louisiana), 42% at basic (Louisiana at 43%) and 29% are proficient readers (22% in Louisiana).

As I look at the incidence of reported dyslexia in Louisiana, in all parishes, the reported data is less than 1%. If the Connecticut Longitudinal data showed 1 in 5 with dyslexia(where all students were screened), why is Louisiana showing an incidence of less than 1%? Could there be a correlation between the lack of students being identified as dyslexic and the NAEP data for reading in Louisiana and the nation?

How else are we to explain the degree of reading failure?

The reading test for NAEP has the student read passages as an assessment of reading comprehension. It cannot be read aloud so it is dependent on reading and therefore understanding the written text which draws on the fundamental skills of decoding printed words and it assesses the student’s vocabulary knowledge. The test web site says “without these fundamental skills (phonemic awareness, phonics, fluency….comprehension cannot occur and should be there by the 4th grade.”

A deficit in phonemic awareness is the hallmark of dyslexia.

So the NAEP data is reported in terms of average scores for groups of students. The scale is between 0 and 500 and then breaks it into the following groups;

Advanced signifies superior performance. Proficient shows solid academic performance and competency over challenging subject matter. Basic is partial mastery of prerequisite knowledge and skills that are fundamental for proficient work at grade level. Basic is again “partial” at “grade level”.

Below basic would be anything below that level, of which I have no specific details on, but that is 32% of 4th graders and 25% of 8th graders in America.

I cannot explain why 25% of 8th graders read below basic and 42% are at basic after so many years in school, other than many of these children are dyslexic, but not identified as such. (No, I don’t believe it is because all the teachers are “bad” and/or there has not been enough exposure to language in the home). We know the deficit is there in first grade and we know it does not go away. We further know that an 8th grader that reads below basic or at basic will have a difficult time finding a good job if s/he graduates from high school.

Education needs to catch up with current science. We should screen with valid screening tests in kindergarten and first grade and then further test those that screen for possible dyslexia. These children need an evidence based curriculum for dyslexia with teachers that have a deep understanding of dyslexia. We can do this, America!

Education Needs To Catch Up With Current Science

laydencassidy@gmail.com (Laura Cassidy) — Tue, 23 May 2017 17:26:00 GMT

The current tragedy for those with dyslexia is several fold. Dyslexics have a difficult time with reading (appreciating the individual sounds of spoken language) and most sit in the general education classroom falling behind their peers. Secondly, non-dyslexics in policy positions are not convinced of the difficulties “dyslexia” presents in a general education classroom and therefore, teachers have limited knowledge when they encounter a dyslexic student in the classroom. Children with dyslexia pulled out into a smaller class for a period of time are no better served.

Science has made it possible to understand what dyslexia is but the concept is difficult to convey into the life of the classroom. The blame is often put on the child or the teacher. Science tells us that it is not their fault. Encouraging the child to “try harder’ or substituting a “better teacher” will not change the anatomy of their brain. These children use an inefficient system to read, spell, speak and learn a second language. Dyslexia is for life so their struggles and successes will vary over the years but they will all be based on the use of this inefficient system.

Early identification is crucial so the parents and the teacher can give the child what is necessary for reading and writing- the core of the educational experience. There is no shame in identifying a known entity like dyslexia and then giving the child the evidence based instructions needed for school success. It is shameful to have a dyslexic child struggling in a classroom or in a tier of RTI without a diagnosis and appropriate instruction. This current model of education is invalid based on current science. It damages the child’s self esteem and holds the teacher “accountable” for an invalid model. Educational policy must catch up with current science.

Screening, testing, and progress monitoring must acknowledge that these inefficient systems are present and used in the dyslexic brain. Testing/monitoring that looks at reading a single word or one paragraph after six weeks of instruction is not an accurate assessment of past teaching or future capability. All professionals in the educational academic world need to acknowledge that these children have to learn that the words must be pulled apart into their smallest sounds and which letters represent these sounds. Along with teaching the foundation of decoding accurately, the child should engage in daily reading out loud with a teacher that has a deep understanding of dyslexia- their struggles and possibilities. The goal of reading fluency must be pursued with this understanding rather than a curriculum for non- dyslexic students, an audio device or comprehension strategies. These children should not be underestimated but brought to their full potential with sound educational policies/accountability measures based on current science along with teachers that have a real understanding of dyslexia.

How To Advocate For Your Dyslexic Child

laydencassidy@gmail.com (Laura Cassidy) — Wed, 10 May 2017 16:29:56 GMT

How To Advocate For Your Dyslexic Child

Do you have a struggling student that you suspect has dyslexia?

Struggling students in the classroom (reading and or math) are referred to RTI (Response to Intervention). There is variability amongst the tiers in schools as to what is appropriate practice in each tier. The interventions and the instruction is research based which means they are based on theory and not evidence.

Tier 1 is additional resources in the classroom or in a pull out for usually no longer than 8 weeks. For those not showing “improvement”, Tier 2 would pull the child out for instruction in a small group to “catch the child up” on the general classroom lessons. This, again, is for probably no longer than 8 weeks. Tier 3 is individual instruction that would vary from location to location. It is important to know that most dyslexic children in any of the tiers do not have a diagnosis and therefore are not getting instruction specific for the dyslexic child. If the child does not make progress in Tier 3 they are referred for an evaluation to consider Special Education. A parent may ask for an evaluation at ANY time.

The above model does not help a dyslexic child.

Universal screening for dyslexia (Shaywitz Dyslexia Screener) is needed in K and First grade. We know the deficit is present in first grade and does not go away. (Jpeds, Nov, 2015). If your child is at risk of dyslexia, additional testing and an evaluation should be done immediately to make a clinical diagnosis of dyslexia (see blog 5). It should NOT be made on the discrepancy model but on a preponderance of data (see this web site).

Once the diagnosis of dyslexia is made, the child should receive an evidence based instruction, specific to dyslexia. This instruction is not for 8 weeks or 8 hours (see Louisiana Key Academy website).

Teaching these children is difficult but it becomes more difficult as they age so early diagnosis is crucial. The teacher must have a depth of knowledge and training so that they understand the implications of dyslexia in reading, writing, spelling, speaking and math. Dyslexia does not go away. It is for life. If a child does not learn to read in the early years they are less likely to graduate high school and/or college and are at risk of decreased wages and a possible life of crime. (JTXMed,Drs Moody et al)

Accommodations are necessary, such as longer test taking time, but accommodations without serious instruction will not teach a dyslexic child how to read fluently.

Progress monitoring must be valid and include connected text fluency. Teaching children a few sight words to pass a single test is not an honest assessment of their reading ability. Also, a child may read a paragraph but not be fluent enough to read all the grade level material. One test cannot confirm a diagnosis or progress.

Parents must understand what dyslexia is so they can advocate for their child.

Does My Child Have Dyslexia?

laydencassidy@gmail.com (Laura Cassidy) — Thu, 20 Apr 2017 12:04:02 GMT

If you suspect your child has dyslexia, how is the diagnosis confirmed?

Functional MRI’s showed us the neurosignature of dyslexia but they are not used for diagnosing dyslexia. We know the phonologic deficit is the result of the inefficient systems used for reading in a dyslexic and so the fMRI is not necessary. They are used only in large research trials.

Instead, a clinical diagnosis is made by taking a history and evaluating signs, symptoms, and tests.

For dyslexia, pertinent past medical history would include speech delay, delay in learning and remembering the alphabet, and difficulty or no interest in rhyming. Your child could have word retrieval issues especially in front of a classroom or crowd.

Difficulty in reading is the most common symptom and dyslexic children may not like to read aloud unless they are in a comfortable setting. When they read aloud, they will have frequent pauses and possible mispronunciations. They may read with a flat monotone as well, as they are struggling to read accurately and don’t understand context. Spelling is poor.

Dyslexia is defined as “an unexpected difficulty in reading in relation to an individual’s higher level of intelligence.” The doctor or clinician will interview you and your child about academic success and failure as well as instruction models and tutoring which can impact testing. Family history may be relevant as dyslexia can run in families. Some children are the first to be diagnosed in a family which can connect a lot of dots for undiagnosed parents.

The reason dyslexia is “unexpected” is that in non-dyslexic children, IQ is consistent with their reading ability, but in dyslexia, children with average to above average intelligence are poor readers. It is not expected that these bright children would struggle to learn the alphabet and read.

Dyslexia is for life. Once diagnosed, there is no need to have the diagnosis confirmed. Progress monitoring after tutoring or academic interventions are expected.

Children with dyslexia therefore have average to above average intelligence (confirmed by an IQ test) with a phonemic deficit (evaluated by the CTOPP). If they have undergone any language instruction the deficit may be in the average range but they will not be fluent readers. There is single word fluency and text fluency. Both may be tested but the goal is to achieve connected text fluency. Fluency is defined by accuracy (decoding skills learned in language therapy), speed or rate (remember the dyslexic uses a slower inefficient system to read), and intonation or prosody (which means that the reader understands the context of the text). Once fluency is attained the child can focus on comprehending the text, instead of struggling to accurately read the words.

Many of these children have attention issues as well as dyslexia. This can make school more difficult without a stimulant medication or caffeine but the underlying dyslexia and achieving fluency is the harder task. Progress monitoring of decoding and fluency is warranted in the early years.

What A Child With Dyslexia Needs

laydencassidy@gmail.com (Laura Cassidy) — Thu, 09 Mar 2017 00:45:00 GMT

What A Child With Dyslexia Needs To Read, Write And Spell.

Dyslexia is due to a difficulty in phonological processing (the appreciation of the individual sounds of spoken language), which in turn affects the ability of an individual to speak, read, spell, and often learn a second language. The phoneme is the smallest unit of the spoken word and the dyslexic child is struggling to pull the word apart into its smallest parts to identify the word. If this struggle with decoding is not appreciated and addressed the child will not be able to read, write, or spell on grade level.

The goal for the dyslexic child is to become a fluent reader and the foundation for the dyslexic child is to learn that words can be pulled apart into these small parts. This is done through structured sequential language therapy, in an evidence based curriculum, along with the slow and appropriate introduction of connected test. A child with dyslexia is struggling to decode, working slowly and with effort, so they can miss the context of the story. It is not that they have a comprehension problem, they have a problem breaking the word down, to read it with accuracy. Reading is hard.

It is NOT a visual problem or a hearing (auditory) problem. The phonological processing takes place in a specific place in the back of the brain documented on fMRI’s by many prominent researchers. This area does not work properly in dyslexics and they use inefficient areas in the front of the brain instead. The eyes see the printed word and it transmits these letters to the part of the brain that connects it to the spoken word. The eyes work fine-it is not moving print so eyeglasses or eye motor exercises cannot help children with dyslexia.

It is also not a hearing problem. They hear the spoken word fine and it is transferred to the same posterior part of the brain.

It is understanding what dyslexia is that helps teachers and parents get the appropriate resources for these children to learn to read fluently. Reading and eventually reading fluently, which takes time, will help their spelling and writing as it is all part of the same process as outlined above.

During their entire life, dyslexics will use a different part of the brain to read than those without dyslexia. Longer reading time is needed their whole life along with the foundation of learning to decode the printed word. But, additional time to read without instruction in decoding, leaves a child with dyslexia reliant on audio devices for life and loss of self esteem.

Decoding instruction must come first and then the gradual introduction of connected text for these children to read fluently. It is different for every child with dyslexia and it takes dedicated teachers that understand dyslexia and hard work on the part of the child but these are bright children that deserve the appropriate identification, instruction, and accommodations to reach their full potential.

More Truth About Dyslexia

laydencassidy@gmail.com (Laura Cassidy) — Wed, 15 Feb 2017 15:28:12 GMT

LKA is in its 4th year. We take current scientific knowledge about dyslexia into the classroom, aligning science and education. Dyslexia is a difficulty with the phonological component of language, an inability to match the smallest part of the spoken word, the phoneme, to the letters and letter groups comprising written language. Brain imaging has revealed a neural signature for dyslexia, an inefficient functioning of areas in the left/back side of the brain-critical for skilled, fluent reading. Areas of the brain, responsible for reasoning, comprehension and other higher levels of thinking, are functioning perfectly normally. Dyslexia is therefore not a cognitive deficit but it makes reading, writing, spelling and speaking difficult. These are all skills taught and tested in elementary schools. If a child is not diagnosed as dyslexic, the teacher may assume the child is lazy or has a cognitive deficit, as these skills are the ones teachers use to assess children.

If a child is diagnosed with dyslexia, an evidence based curriculum acknowledges the deficit in phonological awareness and addresses this phonemic deficit. This deficit can be measured by the PA subtest of the CTOPP and progressively followed to monitor remediation. Decoding is pulling apart the word to its smallest part which our curriculum addresses by starting with the basic sounds of the alphabet and working sequentially from single sounds to blended sounds to simple words. It is repetitive to achieve mastery before taking the next step in the curriculum. Reading simple connected text is slowly introduced while the focus is still on decoding the printed word. All children do not have the same degree of dyslexia so progression in the curriculum is varied but the goal is for our children to read connected text at grade level. This is a sequential event that varies in time depending on the severity of the dyslexia. It is our belief that children, regardless of parental income, should be identified in kindergarten or 1st grade as dyslexic. If the child is not identified and/or not given an evidence based curriculum he/she will not read on grade level and will be dependent on external devices to read and function in life.

Students at LKA have moderate to severe dyslexia. Most, if not all, have failed a course or grade and/or repeated a grade. None of our students enter LKA reading on grade level and the student needs a curriculum that addresses their deficit in a systematic fashion as the school/student works toward reading fluently- accurately and with comprehension. This is a long process and the time estimate for success cannot be predicted. But, if the diagnosis is not made early and the curriculum is not delivered with fidelity we can predict that the child will not read on grade level. We can also predict that lack of a diagnosis and an evidence based instruction will result in the child feeling that s/he is not competent or intelligent and damage their self esteem.