In the agrarian societies of the past, dyslexia would not have presented the same challenges as it does today. Reading was not essential for survival in a world where knowledge was passed down orally and physical labor dominated daily life. However, in today's information-driven society, literacy is a fundamental skill that opens doors to academic success, professional achievement, and social inclusion. For individuals with dyslexia, proficient reading can feel frustratingly out of reach. However, early identification and effective interventions are available, and students with dyslexia can develop the reading skills necessary to thrive in the text-centric world in which we live.
Defining Dyslexia
Dyslexia is a learning disability that affects an individual’s ability to read accurately and fluently. It is neurobiological in origin and is characterized by persistent difficulties in word recognition, spelling, and decoding, which typically stem from deficits in phonological processing (International Dyslexia Association, 2002). These difficulties often surface in early childhood and, if left unaddressed, can impede vocabulary development, reading comprehension, knowledge acquisition, and overall academic performance (Gabrieli, 2009).
“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.”
Adopted by the International Dyslexia Association Board of Directors, Nov. 12, 2002.
Dyslexia and the Brain
Advances in neuroimaging have provided valuable insights into the brain differences associated with dyslexia. Research shows that individuals with dyslexia exhibit reduced activity in the left hemisphere of the brain, particularly in the regions responsible for phonological processing and word recognition. This disruption in brain networks leads to difficulty decoding words, which impacts reading fluency and comprehension (Gabrieli, 2009; Kearns et al., 2019). It is important to note that not all students with dyslexia present the same. Dyslexia exists on a continuum, and individuals with dyslexia can experience varying levels of difficulty developing reading and writing skills. Some students may struggle primarily with word recognition, while others experience challenges across multiple areas, including fluency, spelling, and comprehension (Wagner et al., 2020; Snowling & Hulme, 2024).
Early Identification
Early identification is a critical first step. Research shows that early screening for reading difficulties can help educators intervene before reading challenges compound. When children are identified early, educators can implement the types of targeted interventions that have proven to be successful. Without such timely support, students with dyslexia may experience frustration, reading avoidance, and ever widening academic gaps. (Catts et al., 2015; Foorman et al., 2016).
Effective Interventions
Structured literacy is the most effective instructional approach for students with dyslexia. Structured literacy does not refer to a specific curriculum. Rather, it is an evidence-based methodology that emphasizes the explicit, systematic teaching of foundational reading skills, such as phonological awareness, phonics, decoding, and word recognition. Skills are taught in a logical sequence, knowledge builds progressively, and skills are continuously reinforced through frequent practice. Diagnostic instruction, a key feature of structured literacy, incorporates regular progress monitoring and allows teachers to tailor interventions to individual student needs (IDA, 2019; Odegard, 2020). More severe reading difficulties often require more intensive interventions, and increasing the frequency and duration of structured literacy sessions has been shown to positively impact gains in word reading, spelling, and comprehension (Al Otaiba et al., 2022; Hall et al., 2022).
Demanding More
Reading does not need to feel like an insurmountable challenge. With early identification, evidence-based instruction, and a commitment to diagnostic interventions, proficient reading is within reach. In today’s information-driven society, it is critical that students with dyslexia—and students not meeting benchmarks in reading—receive the evidence-based instruction they need. We must demand more for our students: more access to early identification, more access to proven instructional methodologies, more access to reading success for all.
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