If Dyslexia, Then What?
This section of the website is devoted to identifying components of a process for parents and educators. This recommended process is just an example and is not the only way to identify a student with dyslexia and knowing exactly what to do after identification. Read the following and use the pull down menu If Dyslexia, then what? for specific testing, remediation options and other information.
Red flags - what to do first when you suspect dyslexia. Look for the following.
Before school - late talking, learning new words slowly, difficulty learning to rhyme.
School aged - Reading at a level well below the expected level for the age of your child, problems processing and understanding what he or she hears, difficulty comprehending rapid instructions, trouble following more than one command at a time, problems remembering the sequence of things, difficulty seeing (and occasionally hearing) similarities and differences in letters and words, an inability to sound out the pronunciation of an unfamiliar word, seeing letters or words in reverse, difficulty spelling and trouble in learning a foreign language.
Teens and Adults - difficulty reading, trouble understanding jokes or idioms, reading aloud, difficulty with time management, difficulty summarizing a story, difficulty in learning a foreign language and difficulty memorizing.
Confirm diagnosis with specific testing and begin services
A battery of tests can determine the symptoms of dyslexia. There is no single test to confirm the presence of dyslexia. Average to above intelligence and poor word attack skills and spelling are very common. No two children are alike. No two dyslexics are alike as well. Identify first whether a child has dyslexia and related learning differences or reading difficulties due to something totally different. If dyslexia is confirmed, then remediation must begin. Many popular remediation programs are identified on a separate page. Parents, get to know your IDEA information. Your child will likely need a 504 plan or IEP. The expertise of the teacher is key. A multisensory approach can be valuable to many, to the dyslexic, it is often essential. Delivery of remediation with fidelity is critical.
Using technology options and
turning books into something palatable.
Assistive technology can benefit a student remarkably. Text-to-voice and voice-to-text are usually a must. Listening to books through the computer rather than reading print on the page is a lifesaver for many. Context and traditional spell checkers, word prediction software and digital calendars and agendas are key for success for many dyslexic students. From the pull down menu above, see some of the more popular hardware and software.
It takes a team of people to help a dyslexic student. A dyslexic student will need to learn what products and services are necessary for their success.
Dyslexia doesn't go away. A person with dyslexia can be very successful. Select from the pull down menu a document with the names of inventors, artists, entertainers, athletes, medical doctors, authors and many more who have been diagnosed with dyslexia and successfully overcame all obstacles to their success.