As principals, the responsibility of ensuring that every student has the opportunity to succeed academically falls heavily on their shoulders. It is crucial, therefore, to have a deep understanding of dyslexia to formulate strategies that can identify and support students effectively.
As we head into Dyslexia Awareness Month, we wanted to share the five most important things you need to know about dyslexia. By staying informed and proactive, you can create a more inclusive, empathetic, and effective educational environment for all students, including those with dyslexia.
The International Dyslexia Association defines dyslexia as “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” (Adopted by the IDA Board of Directors, November 12, 2002). Often these difficulties stem from a deficit in the phonological component of language, and they are unexpected considering the child’s other abilities and educational experiences.
Myth Buster
Contrary to the prevalent myth, dyslexia is not about seeing words or letters backward. It is a neurological issue that deals with the sounds and their corresponding symbols. Vision problems are not the cause of primary dyslexia.
Children with dyslexia span a range of IQ levels. Students with dyslexia may have reading comprehension deficits, but this is secondary and usually results from reduced reading experiences that limit the development of vocabulary and background knowledge. As evidenced by numerous studies and cases of highly successful individuals with dyslexia, intelligence and the ability to read/spell words correctly are not related. A student can be highly intelligent and still have dyslexia, in fact, they usually are! It is typically a failure of the school setting to provide evidence-based instruction in foundational skills that results in poor readers, not a student’s intelligence.
As of 2023, 49 of 50 states have passed legislation regarding dyslexia. While the laws vary, typically, this legislation seeks to promote a common definition, early identification/screening protocols, and intervention procedures used statewide. You can find out your state’s specific laws here.
The purpose of universal screening is not to diagnose dyslexia, but rather to assess all students' early literacy skills to make informed decisions about evidence-based instruction and intervention. For those students that are at risk for reading difficulties, including dyslexia, additional data and assessment are required to determine next steps. It is imperative that this process be completed quickly and thoroughly because interventions are most effective when started early.
Quick Tip
In addition to screening data, schools should take into account all available data sources, including teacher observations, assessments, and parent and student reports. You can use AIM's Characteristics of Dyslexia Checklist to use as a guide to help you determine which characteristics may apply to your students. Although this checklist is not intended to make a diagnosis, it is a great tool to use in addition to your state’s formal diagnosis process.
While the screening data might indicate a need for a formal diagnosis process for some students, ALL students can benefit from a Structured Literacy approach to instruction and intervention. A Structured Literacy approach is explicit, systematic, and highly effective in teaching the literacy skills needed by all children, especially those with dyslexia and other language-based learning differences. Schools should look into adopting or strengthening their Structured Literacy programs.
Everyone from schools, libraries, pediatrician offices, and families can play a significant role in raising awareness about dyslexia. As principals, consider hosting events, setting up informative poster boards, or incorporating readings on dyslexia into the curriculum. Those with dyslexia can take the lead in fundraising or awareness campaigns, such as wearing red to celebrate the start of Dyslexia Awareness Month in October.
Meanwhile, libraries can set up a special section for dyslexia-related books and resources and pediatricians can provide brochures and fact sheets from recognized organizations in their offices. For families impacted by dyslexia, support groups and information sharing can go a long way.
To learn more about dyslexia, consider taking our new course offering from the AIM Institute, the Steps to Literacy - Demystifying Dyslexia module. This fully asynchronous course includes three sections:
Interested in implementing a Structured Literacy program at your school? Let’s start a conversation.
About AIM Institute: The AIM Institute for Learning & Research® is a non-profit center for educational excellence and professional development, providing educators with the latest research, technology, and best practices in the fields of literacy and language-based learning disabilities.