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How people with dyslexia learn & misunderstandings about dyslexia
(source: thanks to LD Online)

The commonly used definition of dyslexia comes from over 20 years of research:


​Dyslexia is 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. (Lyon, Shaywitz, & Shaywitz, 2003, p. 2)

Writing letters and words backwards are symptoms of dyslexia.


Writing letters and words backwards are common in the early stages of learning to read and write among average and dyslexic children alike. It is a sign that orthographic representations (i.e., letter forms and spellings of words) have not been firmly established, not that a child necessarily has a reading disability (Adams, 1990). 

​Reading disabilities are caused by visual perception problems.


The current consensus based on a large body of research (e.g., Lyon et al., 2003; Morris et al., 1998; Rayner et al., 2001; Wagner & Torgesen, 1987) is that dyslexia is best characterized as a problem with language processing at the phoneme level, not a problem with visual processing.​

If you just give them enough time, children will outgrow dyslexia.


There is no evidence that dyslexia is a problem that can be outgrown. There is, however, strong evidence that children with reading problems show a continuing persistent deficit in their reading rather than just developing later than average children (Francis, Shaywitz, Stuebing, Shaywitz, & Fletcher, 1996). More strong evidence shows that children with dyslexia continue to experience reading problems into adolescence and adulthood (Shaywitz et al., 1999, 2003).

More boys than girls have dyslexia.


Longitudinal research shows that as many girls as boys are affected by dyslexia (Shaywitz, Shaywitz, Fletcher, & Escobar, 1990). There are many possible reasons for the overidentification of males by schools, including greater behavioral acting out and a smaller ability to compensate among boys. More research is needed to determine why.

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  • Home
    • About Us
    • Statement of Purpose
  • What is Dyslexia?
    • Science of Reading
    • Knowledge & Insight
    • EMILY HANFORD/APM REPORTS
    • Evaluations + Testing
    • Resources & Assistive Technology
    • Dyslexia News & Articles
    • Cost of Failure to Teach Reading
    • Common misunderstandings about dyslexia
    • Why New York Needs Literacy Laws
    • Legislations
    • Tutoring, Colleges & Professional Development
  • SPEAK UP FOR LITERACY
    • SPEAK UP DATA INPUT
    • EXPLORE NYSED DATA
    • For Board Members & Superintendents
    • Champion Parents Video Gallery
    • The Right to Read
  • Advocacy
    • INTAKE FORM
    • HOW ARE LITERACY LAWS BLOCKED IN NY?
    • Class Action Lawsuit
  • Donate
    • VOLUNTEER!