Characteristics of Dyslexia: What to look for?
Students identified as having dyslexia typically experience primary difficulties in phonological awareness, including phonemic awareness and manipulation, single-word reading, reading fluency, and spelling. Consequences may include difficulties in reading comprehension and/or written expression. These difficulties in phonological awareness are unexpected for the student’s age and educational level and are not primarily the result of language difference factors. Additionally, there is often a family history of similar difficulties.
The following are the primary reading/spelling characteristics of dyslexia:
It is important to note that individuals demonstrate differences in degree of impairment.
The reading/spelling characteristics are most often associated with the following:
Consequences of dyslexia may include the following:
(Fletcher, J. M., Lyon, G. R., Fuchs, L. S., & Barnes, M. A. (2007). Learning disabilities: From identification to intervention. New York, NY: The Guilford Press; L. C., Carreker, S., Davis, R., Meisel, P., Spear-Swerling, L., & Wilson, B. (2010). Knowledge and practice standards for teachers of reading. The International Dyslexia Association, Professional Standards and Practices Committee. Retrieved from www.interdys.org/ewebeditpro5/upload/KPSJul2013.pdf; Moats, L. C., & Dakin, K. E. (2008). Basic facts about dyslexia and other reading problems. Baltimore, MD: The International Dyslexia Association.)
The Talking Book Program (TBP) provides free library services to qualifying Texans with visual, physical, or reading disabilities.Dyslexia Defined
Excellent resource for parents who want to learn more about Dyslexia.Region 8 Service Center - Dyslexia Resources
Dyslexia resource page from our local Education Service Center – Region 8 ESC