All About Dyslexia

Does your child……

Have difficulty with spelling?

Have difficulty sounding out words?

Read slowly or have poor reading fluency?

Have difficulty analyzing parts of speech and spoken language?

If you answered yes to some of these questions, your child may have dyslexia. 

What is dyslexia?

  • It is a language-based learning disability that results in difficulties with reading, spelling, writing, and pronouncing words.(IDA, 2020)
  • It is a neurological condition caused by a different wiring of the brain. The regular reader learns to read on the left side of the brain, in the occipitotemporal region but those with dyslexia use different areas of the brain to try to match letters to sounds and then sound out words. (Langston, 2012, loc. 200)
  • Dyslexia affects 1 in 10 individuals, many of whom remain undiagnosed (IDA, 2020)   

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 the growth of vocabulary and background knowledge”. (IDA, 2002).

If you think your child may have dyslexia, start him on the road to success. 

Montgomery Learning Solutions may be able to help make learning easier as your child AIMs to become a successful learner. We do this by:

ASSESSING academic and cognitive skills related to dyslexia

IMPLEMENTING appropriate solutions to treat any deficiencies 

MEASURING the results of the solutions with ongoing progress monitoring.

In addition to having language based deficiencies, individuals with dyslexia also have many strengths

Recognizing Strengths and Talents

Dyslexic individuals are gifted in many areas such as art, computer science, design, drama, electronics, math, mechanics, music, physics, sales, and sports (IDA, 2020).

If we can first help those with dyslexia identify their strengths, they may be able to use these talents to overcome their weaknesses.

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Dyslexia Consultant (2010)

Identify Challenges
  1. A general screening test is the first step to identifying if you have symptoms related to dyslexia 
  2. If screening indicates potential weaknesses, additional direct instruction received before grade three can close the gap for most poor readers.
  3. If problems continue, a formal clinical evaluation may be needed to confirm dyslexia and obtain the appropriate special education support.

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“If I can’t perform in an entry-level job, then maybe I can do the opposite; maybe I can start off as the president of the company”- Robert Langston(Langston, 2012, l. 645)

“CHARLES SCHWAB decided that instead of trying to be a generalist who was good at everything in school, he learned early on that he liked numbers and focused on that as his career goal”(Langston, 2012, loc. 1160)


Individuals with dyslexia need one-on-one support with a lot of structured practice and immediate feedback. It is helpful for them to have a team of teachers, parents, and outside therapists to work with them inside and outside the classroom. (IDA, 2020).

Strategies Within the Classroom
  • Additional direct literacy instruction should be provided between grade 1 and 3
  • An individual education plan (IEP) can be developed to obtain additional special education services and classroom accommodations based on the results of a formal clinical evaluation 

Accommodations and learning strategies can:

  • MAKE LEARNING EASIER with visual prompts or cues, highlighted texts, and text-to-speech software
  • MAKE RESPONSES EASIER by enabling oral recording of responses
  • MAKE EVALUATIONS EASIER with alternate furniture arrangements and small group distraction-free settings
  • MAKE TIMING EASIER with flexible scheduling, extended time and frequent breaks  (IDA, 2020)

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“I think, in business and in life, a dyslexic brain is wonderful to have. It’s just not right for our current education system”.(Langston, 2012, loc. 319)

“Build self-esteem by focusing on a child’s individual strengths or islands of competence when they feel like they’re drowning in a sea of inadequacy- Dr. Brooks”.(Langston, 2012,  loc. 804)

Strategies Outside the Classroom

To supplement classroom strategies, parents can assist their children by providing both direct support with homework and daily reading and/or engage third party providers of specialized reading and spelling programs. Some effective programs that use Orton-Gillingham’s structured, explicit, cumulative, multi-sensory approach include (IDA, Matrix of Multi-Sensory programs) :

  • Wilson Reading program
  • Lexia-Herman method
  • Lindamood-Bell program
  • Barton Reading and Spelling program

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“Computers don’t run companies. People run companies”- Paul Smith (Langston, 2012, loc. 721)

“PHIL JACOBS likes to surround himself with people who can make up for the skills he lacks and let them take credit for the success when things go well”. (Langston, 2012, loc. 946) 

Measuring progress will not only determine whether or not strategies are working but it will also provide an opportunity to build confidence when individuals observe their successes.

Monitor Progress

Ongoing monitoring of progress will determine if interventions are successful or need to be adjusted.

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“Dyslexic individuals may see things in a different and perhaps more creative way and are able to think out of the box- Sally Shaywitz (Langston, 2012, loc. 259)

Celebrate Success

Celebrate successes to acknowledge how much was accomplished.

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“CHARLES SCHWAB, whose personal fortune is approximately $6.2 billion, was listed as the 55th richest person in America on the 2008 Forbes 400 list”.(Langston, loc. 1046)

Sources:

Dyslexia Consultant- The Power of Dyslexia about Famous Dyslexics– Retrieved from:  https://www.youtube.com/watch?v=F7OlxL9iUeI 

International Dyslexia Association (IDA), 2020.  Definition of Dyslexia. Retrieved from: https://dyslexiaida.org/definition-of-dyslexia/  

International Dyslexia Association (IDA), 2020. Dyslexia Basics. Retrieved from: https://dyslexiaida.org/dyslexia-basics-2/

International Dyslexia Association (IDA), 2020.  Do I Have Dyslexia? Retrieved from: https://dyslexiaida.org/dyslexia-test/

International Dyslexia Association (IDA), 2020. Dyslexia at a Glance. Retrieved from:  https://dyslexiaida.org/dyslexia-at-a-glance/ 

International Dyslexia Association (IDA), 2020  What it is and how it can help? Retrieved from: https://dyslexiaida.org/dyslexia-assessment-what-is-it-and-how-can-it-help-2/

International Dyslexia Association (IDA), 2020. Dyslexia Screener for School-Age Children. Retrieved from: https://dyslexiaida.org/screening-for-dyslexia/dyslexia-screener-for-school-age-children/

International Dyslexia Association (IDA), 2020. Framework for Informed Reading and Language Instruction Matrix of Multisensory Structured Language Programs. Retrieved from: http://socal.dyslexiaida.org/wp-content/uploads/sites/21/2016/08/matrixForMultisensoryPrograms.pdf

International Dyslexia Association (IDA), 2020. Accommodations for Students with Dyslexia. Retrieved from: https://dyslexiaida.org/accommodations-for-students-with-dyslexia/

Langston, Robert. (2012). The Power of Dyslexia Thinking.

Speech Pathways (2019). What is Dyslexia and How it is Evaluated and Treated? Retrieved from: https://www.speechpathways.ca/2018/09/12/what-is-dyslexia/