“It is now possible to protect children against reading failure, but in order to do so, such children must first be identified”, states Dr. Sally Shaywitz, a leading researcher in the field of literacy and author of Overcoming Dyslexia (2005).
A child experiencing difficulties in receptive or expressive language development may also have trouble with academic skills like learning to read and write. The following information was taken from the American Speech-Language Association (ASHA).
Signs of a possible literacy disorder
Early signs
Your child may have difficulty:
- learning words to songs and rhymes {took out playing with word sounds}
- learning the alphabet, especially the names of the letters
- learning the names of the numbers, shapes and colours
- telling left from right (reading and writing require directionality)
- identifying the written letters or sounds (i.e. phonemes) in their name or in simple words
- blending phonemes to make a word (“/k/-/a/-/t/à cat”)
- spelling the correct letters in a word or in the correct order
Later signs
Your child may have difficulty:
- accurately reading a grade-appropriate text at the expected rate for their grade
- pronouncing or repeating words containing multiple syllables (e.g.: “thermometer”)
- understanding a text due to weak vocabulary and/or weak comprehension skills (may also be due to a lack of reading experience)
- formulating or organizing ideas when writing texts
- spelling longer, more complicated words
- using reading strategies at the word or text level and as such, avoids reading or writing tasks
Children who are the most at risk may have:
- a family history of speech, language and/or learning issues
- early difficulties with hearing or delays with speech and language development
The MFC provides individualized assessment and treatment in reading, writing and spelling for school-age children experiencing difficulties in those areas. The National Assessment of Educational Progress (NAEP) consistently finds that about 35% of US fourth-graders read at a level that is below basic. The situation is not so different in Canada.
To know more about Reading and Writing visit Reading Rockets and American Speech-Language-Hearing Association.
Dyslexia
Definition
Dyslexia is a specific learning disability. A student with dyslexia has difficulty with accurate and/or fluent word recognition and/or poor spelling and decoding abilities. These weaknesses persist despite the student’s effort and motivation, an adequate learning environment and age-appropriate expressive and receptive language skills.
Characteristics
Brain imaging research has shown that the brains of “typical readers” and dyslexic children function differently when faced with literacy tasks. Most dyslexic individuals (but not all) have a phonological weakness, which means that they struggle to “hear” and manipulate the sounds (i.e. phonemes) in words and also struggle to “map” these onto the writing of such words.
Dyslexia can range from mild to severe, depending on many factors. Dyslexia is NOT due to a visual impairment.
Dyslexia is NOT “reading backwards”.
Dyslexia is NOT due to a lack of intelligence or desire to learn.
The good news is that, with early identification and the appropriate teaching methods, students with dyslexia can learn to read and write successfully.
To know more about dyslexia visit The International Dyslexia Association.