“His great difficulty has been — and is now — his inability to learn to read…The schoolmaster who has taught him for some years says that he would be the smartest lad in the school if the instruction were entirely oral” (Morgan). In 1896, a doctor first documented this description of “word blindness,” now called dyslexia. His case highlighted the student’s inability to learn reading and writing despite being “bright and intelligent” and receiving “laborious and persistent training” from teachers and tutors.
Back in the 19th century, no one knew how to help this student overcome his learning disability. Since then, however, scientists have reached a general agreement about how to teach reading and writing effectively to all students, including those who may initially struggle to read and write. They also decided on a specific word to describe this reading-related learning disability that impacts up to 20% of the population — dyslexia.
Recognizing dyslexia as a learning disability is important because it provides “a common language, facilitating communication among dyslexic individuals, educators, clinicians, scientists, and parents” (Shaywitz). Using a precise term helps all of us work collaboratively and make ongoing progress in effective reading education.
As summarized by the International Dyslexia Association, “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.”
The definition of dyslexia reveals that there are many, many signs to help us recognize it. Here is a small selection of common signs.
Phonological Awareness
- difficulty pronouncing words correctly
- difficulty rhyming
- difficulty blending sounds together into a full word
Reading
- difficulty learning or remembering letter names and/or sounds
- difficulty figuring out unfamiliar words
- difficulty recalling high-frequency words
Writing
- difficulty writing neatly
- difficulty spelling words based on their sounds
- difficulty using spelling patterns
Developing Readers 