What is it?
Dyslexia is defined as a difficulty in reading present in a child who demonstrates intellectual skills to otherwise be a fluent reader. This difficulty is most commonly due to deficits in phonological processing, which is the ability to understand the individual sounds of spoken language and how they interact with one another to form words. This not only impacts the child’s ability to read and spell, but their ability to write and tell stories aloud as well.
Dyslexia is one of the most common neuro-cognitive disorders, representing about 85% of all those with learning disabilities. It is also important to note that dyslexia often runs in families. If a child is learning to read at a slower rate, has notable differences in handwriting (messy, difficulty with letter formation, etc.) from their peers, and has a family history of reading/writing/spelling difficulties, it may be time to consider a speech and language evaluation!
When do children get diagnosed with dyslexia?
Dyslexia often is not diagnosed until children are in school because children learn to read at varying rates. Some children are fluent readers by age 5, while others become more fluent at 7 or 8. Since the early elementary years are a period of rapid growth in reading and writing skills, most children are not identified as having dyslexia until age 7. Late talking, difficulty with learning new words, and early difficulties with phonological awareness in younger children can be early signs of dyslexia, although they are not indicators on their own.
Here are a few of characteristics of dyslexia that may warrant further evaluation from a professional:
Difficulty learning (and remembering) the names and sounds of letters in the alphabet
Doesn’t recognize rhyming patterns such as: hip, rip, sip
Reading errors that show no connection to the sounds of the letters on the page. For example, the child will say “kid” instead of the written word “baby” on page with a picture of a baby.
Does not seem to understand that words can be broken down into small units of sounds (e.g., c-a-t = cat)
Often complains about how hard reading is; may often avoid the task of reading or change the subject when reading is being discussed
Comprehension, or understanding, of texts is significantly higher when a text is read aloud vs. self-read
Trouble reading unfamiliar words, often making wild guesses because they cannot sound out the word and they do not have a strategy to decode it
It is important to remember that children with dyslexia often have difficulties that extend beyond reading. They often have trouble remembering dates or phone numbers, have messy handwriting, and sometimes use vague language when describing a specific object, even if that object is familiar to them. Children can also develop low self-esteem as they get older and increase their awareness that they are taking longer to read than others. This is why early identification and intervention are critical!
How do SLPs target dyslexia?
OWLS therapists are trained in the Lindamood Bell Program for dyslexia. We use a sequenced, multi-sensory approach to help children better understand how sounds interact to form words. We also collaborate with teachers and school-based teams in order to ensure that the skills are generalized across communicative contexts and educational environments.
Do you still have more questions? OWLS Therapy offers free phone consultations with an SLP to discuss families' concerns, answer any further questions, provide resources and determine the need for an evaluation.
Schedule a consultation with us today!
Northern Virginia:
info@owlstherapy.com
(703) 470-6957
Philadelphia’s Main Line:
philadelphia@owlstherapy.com
(610) 579-0914