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    • Home
    • Why students struggle
    • How We Can Help
    • Services We Offer
      • Summer Camp Full Day
      • Therapies We Offer
      • Professional Development
      • CPR and First Aid Classes
    • Free Resources
      • Learning Differences
      • Literacy for All
      • Dyslexia Information
      • Cognitive Training
      • Special Education
      • For Teachers
      • FAQ
    • About Us
      • About Us
      • The Dragon Tree
      • Photo Gallery
      • Photo Credits
  • Home
  • Why students struggle
  • How We Can Help
  • Services We Offer
    • Summer Camp Full Day
    • Therapies We Offer
    • Professional Development
    • CPR and First Aid Classes
  • Free Resources
    • Learning Differences
    • Literacy for All
    • Dyslexia Information
    • Cognitive Training
    • Special Education
    • For Teachers
    • FAQ
  • About Us
    • About Us
    • The Dragon Tree
    • Photo Gallery
    • Photo Credits

What does it mean to have Dyslexia?

Dyslexia is NOT a cognitive deficit!

The IDA fact sheet titled Dyslexia Assessment: What is it and how can it help? states "the problems associated with dyslexia are language-based, not related to cognitive skills or intelligence.  Phonological processing problems are the principal cause of dyslexia.  Phonological processing refers to the ability to analyze speech or spoken language, from identifying individual words, to word parts or syllables, and then into the smallest parts called phonemes or speech sounds."  


So why do dyslexic people often have letter and word reversals?


In order to read and write fluently, a person must have the ability to:

  • perceive individual speech sounds (hear them)
  • manipulate those sounds in words (rhyme, beginning, middle, end)
  • recognize letters and match them to their respective sounds
  • connect those speech sounds to their written symbols (letters)
  • create written symbols for individual speech sounds (shape, formation, direction)
  • visually perceive whole words (as one unit)
  • match those units to their auditory gestalt or whole parts (sight words)
  • remember information as new information is being added (working memory)
  • visually track lines of text across the page and to the next line
  • sustain attention to task


And that is all before we even consider comprehension!

Dyslexia Defined

Definition of Dyslexia

The New Jersey Department of Education, along with many other states, has adopted the International Dyslexia Association's (IDA) definition of Dyslexia.


"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.” 


Download PDF

Phonological Awareness & Processing

Here is a great video from Reading Rockets that explains what phonological awareness means. The graphic below is also from Reading Rockets.

How do you teach a dyslexic child to read?

Through an intense, structured literacy approach which utilizes responsive teaching methods. In other words, the teacher must consistently monitor the student's understanding to know when to move on and what to cover next. Not all children are developmentally ready for the same instruction at the same time. 

See these great resources from the IDA

Structured Literacy (pdf)Download
Working Memory Fact Sheet (pdf)Download

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