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Could It Be Dyslexia?
Dys=Difficulty
Lexia=Language
Dyslexia Defined by the International Dyslexia Association:
“Dyslexia is a specific learning disability characterized by difficulties in word reading and/or spelling that involve accuracy, speed, or both and vary depending on the orthography. These difficulties occur along a continuum of severity and persist even with instruction that is effective for the individual’s peers. The causes of dyslexia are complex and involve combinations of genetic, neurobiological, and environmental influences that interact throughout development. Underlying difficulties with phonological and morphological processing are common but not universal, and early oral language weaknesses often foreshadow literacy challenges. Secondary consequences include reading comprehension problems and reduced reading and writing experience that can impede growth in language, knowledge, written expression, and overall academic achievement. Psychological well-being and employment opportunities also may be affected. Although identification and targeted instruction are important at any age, language and literacy support before and during the early years of education is particularly effective.” (Updated 2025)
Lexia=Language
Dyslexia Defined by the International Dyslexia Association:
“Dyslexia is a specific learning disability characterized by difficulties in word reading and/or spelling that involve accuracy, speed, or both and vary depending on the orthography. These difficulties occur along a continuum of severity and persist even with instruction that is effective for the individual’s peers. The causes of dyslexia are complex and involve combinations of genetic, neurobiological, and environmental influences that interact throughout development. Underlying difficulties with phonological and morphological processing are common but not universal, and early oral language weaknesses often foreshadow literacy challenges. Secondary consequences include reading comprehension problems and reduced reading and writing experience that can impede growth in language, knowledge, written expression, and overall academic achievement. Psychological well-being and employment opportunities also may be affected. Although identification and targeted instruction are important at any age, language and literacy support before and during the early years of education is particularly effective.” (Updated 2025)
Does this sound familiar? (It only takes three of these...)
My Student/Child...
(or replace any of these statements with "I", because no one outgrows these, but anyone can be helped and make incredible gains).
...is bright, but is struggling with reading, spelling, and writing
...has creative writing ideas, but struggles to get them onto paper
...can read, but it is labored, and it takes a long time
...has great difficulty sounding out new/unknown words. I am worried because he/she is falling behind
...cannot memorize simple things like addresses, phone numbers, and basic math facts
...works so hard to study for a spelling test, but cannot retain the words the following week.
...is behind grade level in reading and/or spelling
...took a long time to learn to tie shoes, or can't yet
...takes a very long time to handwrite, even when copying
...dreads going to school.
...has difficulty speaking when trying to find the right words; says "thingies" or "whatever-you-call-it"
...confuses left and right
...struggles to create rhymes
...has one or both parents who struggled in school
To see a full list of warning signs that your child needs help, please visit www.BrightSolutions.US, or visit the International Dyslexia Association, or simply Google search "reading problems".
(or replace any of these statements with "I", because no one outgrows these, but anyone can be helped and make incredible gains).
...is bright, but is struggling with reading, spelling, and writing
...has creative writing ideas, but struggles to get them onto paper
...can read, but it is labored, and it takes a long time
...has great difficulty sounding out new/unknown words. I am worried because he/she is falling behind
...cannot memorize simple things like addresses, phone numbers, and basic math facts
...works so hard to study for a spelling test, but cannot retain the words the following week.
...is behind grade level in reading and/or spelling
...took a long time to learn to tie shoes, or can't yet
...takes a very long time to handwrite, even when copying
...dreads going to school.
...has difficulty speaking when trying to find the right words; says "thingies" or "whatever-you-call-it"
...confuses left and right
...struggles to create rhymes
...has one or both parents who struggled in school
To see a full list of warning signs that your child needs help, please visit www.BrightSolutions.US, or visit the International Dyslexia Association, or simply Google search "reading problems".
Is It Too Late?
Any of the listed signs & symptoms may or may not indicate a learning problem.
Why wait to find out?
If there are real problems, the ideal window for intervention is Kindergarten through First Grade.
Don't let anyone just tell you, "They will outgrow it."
Make certain.
And if the ideal window has passed, know that it is NEVER TOO LATE!
Why wait to find out?
If there are real problems, the ideal window for intervention is Kindergarten through First Grade.
Don't let anyone just tell you, "They will outgrow it."
Make certain.
And if the ideal window has passed, know that it is NEVER TOO LATE!