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dyslexia [2026/05/20 20:31] – Scott Larsondyslexia [2026/05/20 20:51] (current) – Scott Larson
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   * Genetic component: Approximately 40% of siblings, children, or parents of an affected individual will have dyslexia, with a strong genetic basis confirmed by genetic-linkage studies.    * Genetic component: Approximately 40% of siblings, children, or parents of an affected individual will have dyslexia, with a strong genetic basis confirmed by genetic-linkage studies. 
   * Prevalence: Approximately 80% of people with learning disabilities have dyslexia, affecting an estimated 5–17.5% of the population. It occurs across all intelligence levels and throughout the world, and appears to affect boys more than girls.    * Prevalence: Approximately 80% of people with learning disabilities have dyslexia, affecting an estimated 5–17.5% of the population. It occurs across all intelligence levels and throughout the world, and appears to affect boys more than girls. 
-  * Common misconceptions: The definition of dyslexia does not include reversal of letters or words, or mirror reading or writing — these are commonly held misconceptions. +  * Common misconception: The definition of dyslexia does not include reversal of letters or words, or mirror reading or writing 
   * Not a vision problem: Dyslexia is a language-based disorder, not a visual one. It should be separated from secondary reading difficulties caused by visual or hearing disorders, intellectual disability, or inadequate instruction.    * Not a vision problem: Dyslexia is a language-based disorder, not a visual one. It should be separated from secondary reading difficulties caused by visual or hearing disorders, intellectual disability, or inadequate instruction. 
 [[https://www.aao.org/education/clinical-statement/joint-statement-learning-disabilities-dyslexia-vis| Joint Statement: Learning Disabilities, Dyslexia and Vision.  AAO & AAP]] [[https://www.aao.org/education/clinical-statement/joint-statement-learning-disabilities-dyslexia-vis| Joint Statement: Learning Disabilities, Dyslexia and Vision.  AAO & AAP]]
 +====DSM-5 Classification====
 +Dyslexia an alternative term for specific learning disorder with impairment in reading (code F81.0), a neurodevelopmental disorder with a biological origin involving genetic, epigenetic, and environmental factors. 
 +The diagnostic criteria require persistent difficulties in key academic skills (for at least 6 months despite intervention), performance substantially below age expectations, onset during school years, and exclusion of other causes such as intellectual disability, uncorrected sensory deficits, or inadequate instruction
 +  * Diagnostic and Statistical Manual of Mental Disorders. American Psychiatric Association (2022). 2022. Dilip V. Jeste, Jeffrey A. Lieberman, David Fassler, et al. 
  
 ====Testing of Reading Skills==== ====Testing of Reading Skills====
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 [[https://www.readingrockets.org/topics/assessment-and-evaluation/articles/dyslexia-schools-assessment-and-identification|Dyslexia Testing in Schools:Assessment and Identification by Jennifer Lindstrom, Associate Professor for Communication Sciences and Special Education, University of Georgia]] [[https://www.readingrockets.org/topics/assessment-and-evaluation/articles/dyslexia-schools-assessment-and-identification|Dyslexia Testing in Schools:Assessment and Identification by Jennifer Lindstrom, Associate Professor for Communication Sciences and Special Education, University of Georgia]]
 +
 +====Treatment====
 +  * Most students with dyslexia require highly structured, intensive, individualized instruction by a teacher or educational therapist trained in teaching the application of phonics.
 +  * Systematic phonics instruction results in more favorable outcomes for readers with disabilities than does a context-emphasis (whole language) approach.
 +  * The critical elements of effective intervention include individualization, feedback and guidance, ongoing assessment, and regular ongoing practice.
 +  * Remediation programs should include 
 +    * Instruction in decoding, fluency training, vocabulary, and comprehension.
 +    * Instruction in recognizing spoken sounds (phonemic awareness), becoming aware of rhyme, learning the alphabetic code, memorizing sight words, and studying phonics and spelling.
 +    * A child must first accurately decode a word before it can be read fluently.
 +    * The home is the ideal setting for practice and reinforcement. 
 +    * The child should read aloud to a parent or tutor each day to practice decoding, memorize new sight words, and develop greater fluency by rereading of previously decoded and memorized words.
 +    * Techniques that enhance active reading comprehension include prediction, summarization, visualization, clarification, critical thinking, making inferences, and drawing conclusions.
 +    * People with dyslexia have a persistent problem and continue to have slower reading throughout their lives, accommodations and modifications may be necessary in addition to remediation.
 +    * Examples of accommodations: extra time, shortened assignments, a separate quiet room for taking tests, testing alternatives, computers, spell checkers, tape recorders, lecture notes, recorded books, and tutors.
 +[[https://www.aao.org/education/clinical-statement/joint-statement-learning-disabilities-dyslexia-vis| Joint Statement: Learning Disabilities, Dyslexia and Vision.  AAO & AAP]]