How to Identify Dyslexia
On of the most frequent inquiries I received is from parents who are concerned their young child may experience reading difficulties associated with dyslexia.
Unfortunately, there are many misconceptions as to what dyslexia is. Many assume it is simply a matter of flipping letters when reading. However, dyslexia is a much more complex condition, and one that many parents wonder if their child experiences.
So, how do you know if your child is dyslexic versus simply struggling with reading. In today’s post, I want to identify the warning signs of dyslexia so you can make informed decisions for your child.
What is Dyslexia?
In the current version of the Diagnostic and Statistical Manual of Mental Disorder (DSM-V), which is widely used in identifying numerous conditions, dyslexia is characterized as a Specific Learning Disorder, with impairment in reading. However, the DSM-V also states that the word “dyslexia” is:
an alternative term used to refer to a pattern of learning difficulties characterized by problems with accurate or fluent word recognition, poor decoding, and poor spelling abilities.
Furthermore, when considering dyslexia, it is important to note that it can impact one’s reading comprehension as well.
The most prominent feature I see in students diagnosed with dyslexia is difficulty with word decoding skills. Let’s take a look at what that means.
Phonemic Awareness
Phonemes are the distinct units of sound used to comprise words and are the foundational component of early reading. Phonemic awareness is the student’s awareness of and ability to access those sounds in the context of written and spoken language. Simply put, it is the child’s ability to recognize the various letter sounds and how to manipulate those sounds to form words.
Students with limited phonemic awareness will often struggle to put letters together to form more complex sounds. For instance, he or she may recognize the individual letter sounds of “b” and “a” but struggle to put them together to form the “bah” sound. This is typically the first major sign of potential dyslexia, particularly among early elementary students.
Word Decoding
Once a student has grasped sufficient understanding and use of phonemes, the next step in the evolution of reading is to put those sounds together to form words. When learning to speak, we do this somewhat naturally, as we mimic mom, dad, and siblings to learn new words. Hence, the explosion of vocabulary between the ages of two and three.
Reading is similar for non-dyslexic students. I remember my son’s kindergarten teacher telling us that at some point he will simply start reading on his own without much direct instruction. And she was right!
For dyslexic students, however, this process is not nearly as natural and smooth. While developing sufficient phonemic awareness is a relatively easy skill for most students, recognizing groups of letters that form words can be very challenging.
Word Decoding is the child’s ability to apply the understanding of phonemes and use that knowledge to form words. When reading, non-dyslexic students learn to do this efficiently, as they group large blocks of letters together automatically when reading. For instance, when reading the word “picture,” a non-dyslexic student will often read “pic” and “ture” by grouping those letter sounds together.
A dyslexic student who struggles with word decoding might read the word “picture” as “p,” “i,” “c,” “t,” “ur,” one letter at a time. And students with severe dyslexia may not be able to group all of those individual letters together into a complete word. That inability signals potential word decoding limitations and is a major flag for dyslexia.
Reading Fluency
The third step in the process of reading is reading fluency. Once students develop sufficient phonemic awareness and word decoding skills, the next hurdle is putting it all together smoothly and efficiently. Essentially, that is what reading fluency is: the ability to read words quickly and accurately.
Typically, non-dyslexic students experience significant growth in their reading fluency around second or third grades. Dyslexic students, however, often struggle with their reading fluency into middle and high school. This is often true even for dyslexic students with sufficient phonemic awareness and word decoding skills. Furthermore, limited reading fluency often causes a student to take considerable time and effort to complete reading assignments. This can be quite frustrating for students, as their ability to complete reading passages simply does not keep up with their otherwise strong cognitive ability.
Reading Comprehension and Spelling
In addition to difficulties with phonemic awareness, word decoding, and reading fluency, dyslexic students may also experience limitations in their reading comprehension and spelling. In fact, the DSM-V allows for the diagnosis of dyslexia based solely on reading comprehension, as long as there are no other variables to explain that particular deficit. However, it is important to note that there are other factors that may explain reading comprehension limitations. In particular, ADHD can significantly inhibit a student’s ability to retain and recall information as he or she reads. So assuming a child is dyslexic simply because he struggles with reading comprehension is not a wise assumption.
Furthermore, while dyslexic students often struggle with spelling, their difficulties in this area may or may not be due to their dyslexia. Dysgraphia is a learning disorder that affects one’s writing ability. And dysgraphia may better explain a child’s difficulties with spelling. Nevertheless, it is important to recognize reading comprehension and spelling deficits early, as they can certainly help identify underlying learning difficulties, including dyslexia.
While dyslexia can be a frustrating and emotional obstacle for students and their parents, the good news is that there are many supports for students with dyslexia. And even more encouraging, identifying dyslexia at an early age significantly improves the outcome if support can be implemented quickly.
If you suspect your child struggles with any aspects of reading, consider a dyslexia evaluation. Dyslexia is a life-long condition, but with proper support, your child can learn all the skills he or she needs for academic success.