DYSLEXIA

“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.  Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.” This definition was adopted by the International Dyslexia Association (IDA) Board of Directors on November 12, 2002.

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The Mississippi Department of Education also uses the definition above in the 2010 Mississippi Best Practices Dyslexia Handbook (note this is currently under revision according to their website but can be found at mdek12.org).  The Handbook further breaks down the definition by component.  Dyslexia is specific to print language.  The student with dyslexia is born with a brain that functions differently than the brain of a student who does not have dyslexia.  These differences negatively impact phonological processing skills such as rapid naming, word recognition, reading fluency and comprehension.  The brain difference of a dyslexic student results in a disconnection of the brain centers used in reading causing scattered activity in the right hemisphere of the brain rather than focused activity in the left hemisphere.  It is important to note that researchers such as Dr. Sally Shaywitz have noted that the brain function of a dyslexic student changes with interventions that are designed specifically for dyslexia (1996).  The student with dyslexia has difficulty with consistent and accurate identification of sight words and reading quickly, accurately, and with good understanding (i.e., fluent reading).  Further, the student with dyslexia usually does not spell or decode (i.e., read) words intuitively nor learn these skills through implicit teaching.  Phonics rules governing spelling and decoding should be taught directly and explicitly for best results.