Dyslexia is an inherited brain-based specific learning disability. It interferes with the processing of written language. It is characterized by difficulties with accurate and/or fluent word recognition, by poor spelling and decoding abilities. It varies in severity from mild to profound. It manifests itself in difficulties with reading, writing, spelling, handwriting and math. Difficulties may be in one area or in multiple areas of written expression. Subsequent side effects of unidentified, uncorrected dyslexia may range from anxiety, depression, or low self-esteem, to suicidal thoughts, deviant social behavior, or incarceration. The consequences may be dire.
The difficulties with written expression are a result of a deficit in the phonological component of language that is unexpected in relation to other cognitive abilities and effective classroom instruction. It is not due to lack of motivation, poor attitude or inadequate educational opportunities. Secondary consequences may include problems with comprehension and reduced reading experience that can impede the growth of vocabulary and background knowledge. Warning signs can be recognized as early as preschool.
Although dyslexia is lifelong, individuals with dyslexia respond successfully to timely and appropriate intervention with evidence based instruction that is multi-sensory, structured, sequential, explicit and cumulative. Proven effective instruction/tutoring for remediation is based on an Orton Gillingham methodology. Accommodations are paramount to their success as well. It is Dyslexia Alliance's goal to debunk the numerous myths about dyslexia, spread awareness of the prevalence of dyslexia (1 in 5), to advocate for early screening and identification, and to facilitate early intervention so that all individuals with dyslexia will find success with written language and have the ability to reach their fullest potential.
For further information, please see our recommended resources and read about our testimonials.
(Sources: Cumulative information from the International Dyslexia Association, National Center for learning Disabilities, Dyslexia Training Institute, Yale Center for Dyslexia)
The difficulties with written expression are a result of a deficit in the phonological component of language that is unexpected in relation to other cognitive abilities and effective classroom instruction. It is not due to lack of motivation, poor attitude or inadequate educational opportunities. Secondary consequences may include problems with comprehension and reduced reading experience that can impede the growth of vocabulary and background knowledge. Warning signs can be recognized as early as preschool.
Although dyslexia is lifelong, individuals with dyslexia respond successfully to timely and appropriate intervention with evidence based instruction that is multi-sensory, structured, sequential, explicit and cumulative. Proven effective instruction/tutoring for remediation is based on an Orton Gillingham methodology. Accommodations are paramount to their success as well. It is Dyslexia Alliance's goal to debunk the numerous myths about dyslexia, spread awareness of the prevalence of dyslexia (1 in 5), to advocate for early screening and identification, and to facilitate early intervention so that all individuals with dyslexia will find success with written language and have the ability to reach their fullest potential.
For further information, please see our recommended resources and read about our testimonials.
(Sources: Cumulative information from the International Dyslexia Association, National Center for learning Disabilities, Dyslexia Training Institute, Yale Center for Dyslexia)