Dyslexia Awareness
A lot of people believe that reading is a naturally acquired skill. While it’s true that some children do learn to read easily and without effort, reading is one of the most complex tasks students encounter when entering school. Dyslexia is a language-based learning disability that adversely affects the ability to read and write. This course is designed to provide an overview of dyslexia and related evidence-based practices. Topics covered include what’s required to become a proficient reader, how dyslexia is different from other reading difficulties, and common myths and misconceptions about this learning disability.
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Learning Objectives
- Determine the skills needed to become an effective reader
- Explore how dyslexia differs from other types of reading challenges
- Examine common myths and misunderstandings surrounding this learning disability
Specs
| Intended Audience | K-12 Staff |
| Languages | English (US), Spanish (US), Spanish (European), Spanish (Mexican), French (Canada), French (European), Arabic , Chinese (Simplified Mandarin), Chinese (Traditional Mandarin), Filipino Tagalog, German, Hindi, Italian, Japanese, Korean, Portuguese (Brazilian), Portuguese (European, Russian, Thai, Vietnamese |
| Accessibility | Audio, Video, Interactive Transcript, Closed Captions |
| Course Features | Interactive Modules, Knowledge-Checks, Assessment |
Key Questions
Dyslexia is a language-based learning disability affecting a person’s reading, writing, and spelling ability. It is neurobiological in origin and often results from difficulties with phonological processing or the ability to recognize and decode words. While people with dyslexia may have normal intelligence and receive effective teaching, they often struggle with word recognition, spelling, and fluency. As a result, they may also experience challenges in reading comprehension, vocabulary development, and background knowledge.
What does it mean when students struggle with word recognition?Students struggling with word recognition have strong language comprehension but weak decoding skills. This means they can understand spoken language well but have difficulty recognizing and decoding written words. These challenges are often linked to phonological weaknesses. Decoding skills are crucial for reading fluency, allowing readers to recognize words quickly and accurately without consciously thinking about each letter or sound. This profile is commonly seen in students with dyslexia, who typically have average oral vocabulary and good oral language comprehension but struggle with reading speed and fluency.
Why is early screening important for identifying dyslexia?Early screening for dyslexia is crucial because it helps identify students at risk for reading difficulties. These screenings can be powerful predictors of future reading success and allow for early intervention. When students are identified as at risk for dyslexia, providing appropriate intervention is essential. A child’s response to instruction can offer important clues about the presence of dyslexia, potentially leading to the need for a more comprehensive evaluation. Early identification and targeted support can greatly improve reading outcomes.
Sample Video Transcript
Dyslexia is a language-based learning disability that adversely affects the ability to read and write. “Dyslexia” literally means “difficulty with words.” The International Dyslexia Association defines dyslexia as “a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede the growth of vocabulary and background knowledge. In other words, dyslexia is a reading disability occurring at the level of a single word, involving the impaired ability to decode and spell printed words in isolation. Although dyslexia leads to problems reading text, it’s not a text-level disability.
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