Dyslexia info

Table of Contents (can you hyperlink the 6 topics here to jump to the section below)

  1. Famous Dyslexics
  2. Dyslexia Defined
  3. How common is Dyslexia
  4. Neuroanatomical Research
  5. Treating Dyslexia
  6. About the Orton-Gillingham Approach

Famous Dyslexics

Dyslexia Defined

Dyslexia is a specific learning disorder that is neurological in origin.  It is characterized by difficulties with decoding skills, word reading, reading fluency, reading accuracy and spelling.  These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and in spite of the provision of effective classroom instruction.  Secondary consequences may include problems in reading comprehension, reduced reading experience, impeded growth of vocabulary and background knowledge.   The primary symptoms of dyslexia include problems with learning letter names and sounds, difficulty in reading single words, such as words on flashcards or in a list, lack of fluency, reading slowly with many mistakes, and difficulty with learning to spell.  In addition, students may have difficulty understanding what they have read and writing sentences or paragraphs.  

How common is Dyslexia

  •  Approximately 10% of the school age population has dyslexia. 
  • 15-20% of the general population has a language-based learning disability. 
  • 70-80% of the students with specific learning disabilities receiving special education services have deficits in reading.
  • Dyslexia is the most common cause of reading, writing and spelling difficulties.

Neuroanatomical Research

Here are a couple of interesting research articles about dyslexia if you would like more detailed information.

Progress Data Analysis

CDC Annual Progress Summaries.pdf

Treating Dyslexia

Students with dyslexia need explicit, direct instruction that is systemic, sequential and cumulative in the following areas:

  • Phonemic awareness – noticing, identifying and manipulating the sounds of spoken language 
  • Phonics – how letters and letter groups represent the sounds of spoken language 
  • Sounding out words (decoding) 
  • Word recognition 
  • Spelling 
  • Vocabulary concepts 
  • Reading comprehension strategies 
  • Practice in applying the above skills in reading and in writing 
  • Reading fluency 
  • Enriched language experiences: listening to, talking about, and telling stories

About the Orton-Gillingham Approach

Orton-Gillingham is an instructional approach intended primarily for use with persons who have difficulty with reading, spelling, and writing of the sort associated with dyslexia. It is most properly understood and practiced as an approach, not a method, program, system or technique. In the hands of a well-trained and experienced instructor, it is a powerful tool of exceptional breadth, depth, and flexibility.

The Orton-Gillingham Approach always is focused upon the learning needs of the individual student. Students with dyslexia need to master the same basic knowledge about language and its relationship to our writing system as any who seek to become competent readers and writers. However, because of their dyslexia, they need more help than most people in sorting, recognizing, and organizing the raw materials of language for thinking and use. Language elements that non-dyslexic learners acquire easily must be taught directly and systematically.

For further information about the approach taken please visit http://www.ortonacademy.org/approach.php


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