Developmental dyslexia is a specific impairment of reading ability in the presence of normal intelligence and a history of adequate reading instruction. Current research has linked dyslexia to genetic underpinnings, meaning it often runs in families. Based on reading science, there are a constellation of measurable symptoms or markers can differentiate the dyslexic child from other children who are typically developing readers or those who are poor readers for reasons not related to genetic pre-programming. Identification of children with dyslexia is critical to providing the appropriate services and remedial models as early intervention in the classroom is of the utmost importance. Although Paulesu, Frith, Snowling, Gallagher, Morton, Fracowiak, and Frith (1995) propose that at the core of dyslexia is a phonological deficit, other features of dyslexia include:
- A hereditary familial pattern that affects certain genes responsible for developing reading and phonological skills. Four susceptible genes have been identified in the development of dyslexia, most of which control neuronal migration in the embryo
- Poor verbal learning and memory
- Phonological Awareness (PA) differences are found in children with dyslexia compared to their typically developing age and gender counterparts.
- Poor repetition of non-words
- Deficits in Verbal Working Memory or Phonological Memory
- Difficulty segmenting phonemes. • Difficulty naming objects.
- Slow rapid automatic naming.
- Motor issues and clumsiness.
Dr. Sally Shaywitz (2003), Yale University, presented another list, which expands upon the items listed above:
Problems in speaking:
- Mispronunciation of long or complicated words
- Speech that is not fluent, with pausing or hesitating
- Use of imprecise language
Problems in reading:
- Very slow progress in acquiring reading skills
- The lack of a strategy to read new words
- Trouble reading unknown (new, unfamiliar) words sounded out
- The inability to read small function words, such as that, an, in
- Oral reading that is choppy and labored
- Disproportionately poor performance on multiple-choice tests
- The inability to finish tests on time
- Reading that is very slow and tiring
- Poor handwriting
- Extreme difficulty learning a foreign language
- History of reading, spelling, and foreign language problems in family members
Dyslexia is found in approximately 5-17% of the school population nationwide. As high as 20% of the population as a whole, have some of the symptoms of dyslexia, including slow or inaccurate reading, poor spelling, or poor writing. Dyslexia occurs in individuals regardless of race, culture/ethnicity, and intellectual level. Individuals with dyslexia have been reported as being capable, and even gifted, in that they may not exhibit strong language skills, but excel in art, computer science, design, drama, electronics, mathematics, mechanics, music, physics, and even sports.
Note: This information and more is available on the website for the American Speech-Language and Hearing Association: www.asha.org.