dyslexia: it's not what you think
dyslexia: it's not what you think
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Dyslexia can be a heavy word to digest. For a long time, even in the education world, there was a lot of mystery surrounding it. I’ll be honest: early in my career, I didn’t realize that the "struggling reader" profile I saw so often—poor spelling, difficulty hearing the difference between sounds, and exhausting, laboured reading—was actually the classic face of dyslexia.
According to the International Dyslexia Association (IDA), dyslexia is neurobiological. That’s a fancy way of saying the brain is simply wired differently for language. It’s not about "seeing letters backward"; it’s a specific challenge with the phonological (sound) component of language.
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Wait, is it "real" in alabama?
Wait, is it "real" in alabama?
It’s a question I get asked often! For a long time, dyslexia wasn't even recognized as a "real thing" in our state's paperwork. Even today, the World Health Organization (ICD-11) classifies it under "Specific Learning Difficulties," yet in Alabama, dyslexia isn't one of the 13 standalone disability categories for special education.
This means a child can have dyslexia but not automatically qualify for an IEP. It sounds frustrating, doesn't it? But there is good news: thanks to recent progress in screening and the Alabama Literacy Act, we are finally recognizing the "proof in the numbers" and the heavily researched brain scans that show exactly how these students learn. (As of the time of this post)
the unexpected struggle
the unexpected struggle
One of the most heart-wrenching parts of dyslexia is that it often affects incredibly bright students with average or above-average IQs. Experts like Snowling and Hulme (2010) describe it as a "developmental impairment" where the primary deficit is in phonological awareness.
Think of it this way: to read well, you need to recognize words automatically and fast. In a dyslexic brain, the "fast lane" is under construction. Research shows these students actually activate different regions of their brain to try and compensate. They are working twice as hard to do what comes naturally to others!
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The "unexpected" struggle
The "unexpected" struggle
One of the most heart-wrenching parts of dyslexia is that it often affects incredibly bright students with average or above-average IQs. Experts like Snowling and Hulme (2010) describe it as a "developmental impairment" where the primary deficit is in phonological awareness.
Think of it this way: to read well, you need to recognize words automatically and fast. In a student's brain who has dyslexia, the "fast lane" is under construction. Research shows these students actually activate different regions of their brains to try to compensate. They are working twice as hard to do what comes naturally to others!
there is hope
there is hope
Even though the hurdles are high, we can bridge the gap. Here is how we do it using the Science of Reading:
Prioritize Phonological Awareness: This is my "number one" for a reason. Students with dyslexia need to practice manipulating spoken language. A great starting point for little ones? Nursery rhymes! They help children hear rhymes and patterns. Read to your child every day and incorporate nursery rhymes into the rhythm of their day. The book Mother Goose is an excellent one that has tons of well-known nursery rhymes that are sure to keep your students engaged. Listening to music is another great way of prioritizing phonological awareness. Students not only listen to the words, but they are listening to the rythm which is excellent practice for literacy skills in the future. One of my favorites is Gracie's Corner. My children love it and are learning rhyme, rhythm, and beat before they begin learning to read.
Explicit Decoding: We have to teach the "code" of the English language. Time after time, the research is clear about how the majority of students learn to read and process language, which is by way of explicit, direct instruction. This involves three big steps. For phonological awareness, this includes: Segmentation (breaking words apart), Conversion (matching sounds to letters), and Fusion (blending them back together).
At Holmes Tutoring, we don't guess. We use structured, scripted, and carefully sequenced programs designed specifically to take the "ambiguity" out of speech. These programs are rooted in Direct Instruction, ensuring your child isn't left guessing what a word might be based on a picture.
I have been using these methods for years, and seeing a child move from "I can't" to "I'm reading" never gets old. One of my favorite homeschool programs that explicitly teaches phonological awareness, phonics, reading fluency, comprehension, and vocabulary all in one comprehensive program is Funnix.
Funnix is one of the main programs I use here at Holmes Tutoring for my younger audience (K-3). It's fun, easy to implement, and cost-effective. It is pretty much the digitalized version of Teach Your Child to Read in 100 Easy Lessons. It's perfect for busy homeschooling families, because there is little to no prep work.
I rely on Direct Instruction teaching methods because they work! If you need extra help in teaching your student how to read, don't hesitate to reach out or join a reading cohort. I hope to see your students in my classroom!
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