I would like to share some information and resources about Dyslexia from the International Dyslexia Association, Ontario.
Definition
Dyslexia is a specific learning disability that is neurological 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.
Characteristics of Dyslexia in Oral Language
Children learn to speak before they learn to read. If you notice a delay in some of these characteristics, consider talking your family physician, a pediatrician or a speech and language pathologist.
*Late learning to talk
*Difficulty pronouncing words
*Difficulty acquiring vocabulary or using age appropriate grammar
*Difficulty following directions
*Confusion with before/after, right/left, etc.
*Difficulty learning the alphabet. nursery rhymes or songs
*Difficulty understanding concepts and relationships
*Difficulty with word retrieval or naming problems
Effective Instruction – Structured Literacy
Instruction that is supported by research is explicit, systematic, and cumulative. In other words, there is a plan; the instruction is structured.
This evidence-based approach integrates listening, speaking, reading, and writing. That is, the instruction incorporates all aspects of literacy.
This instruction embodies and defines Structured Literacy.
Structured Literacy emphasizes the structure of language, including the speech sound system (phonology), the writing system (orthography), the structure of sentences (syntax), the meaningful parts of words (morphology) and the relationships among words (semantics), and the organization of spoken and written discourse. The integration of listening, speaking, reading, and writing makes this instruction multisensory.
The ultimate goal of Structured Literacy is the development of deep levels of comprehension and expression and lifelong reading and writing habits. Although all aspects of this instruction are essential for students with dyslexia, this instruction also enhances the reading and academic achievement of all students.
