Teenagers Reading Writing Skills Mathematics Science Social Studies Homework Taking Tests School Safety Dyslexia Attention Deficit (ADHD) Parent Resource Center PMCT Home Page

"Dyslexic" is a word used to describe individuals who have difficulty processing language. Dyslexics may have trouble translating language to thought (as in listening or reading) or thought to language (as in writing or speaking). Contrary to popular belief, they do not "see things backwards." Many dyslexics seem to have especially acute spatial awareness. No two dyslexic individuals are exactly alike; dyslexia does not indicate a lack of intelligence, and dyslexics often are highly gifted and creative. Thomas Edison, Albert Einstein , Winston Churchill , Woodrow Wilson, and many other well known people were dyslexic. Each dyslexic person has his own pattern of strengths and weaknesses. Depending on the individual, dyslexia's impact can vary from slight to very severe disruption of learning. Experts believe that 10% of children have some degree of dyslexia, while about 4% will be affected severely -- an average of one in every class. Most will need some special teaching at some time during their school life, and the most severely affected may need help throughout their education, including support at college and beyond. Dyslexia tends to run in families, and genes which may be responsible for dyslexia have been identified. It lasts throughout life -- a child does not "grow out of it" -- but with the right teaching strategies and motivation, affected individuals can learn to work around their difficulties and make the most of their talents. Individuals with dyslexia require a structured language program. Direct instruction in the code of written language (the letter-sound system) is critical. This code must be taught bit by bit, in a sequential, cumulative way. There must be systematic teaching of the rules governing written language. This approach is called structured, or systematic language instruction. The presentation of language content should be multisensory -- that is, it should use all the pathways of learning at the same time, including seeing, hearing, touching, writing, and speaking. This requires a teacher or therapist specifically trained in a program that scientific research has proven effective. Not every child with reading, writing, or speech problems is dyslexic, though, so parents or teachers should request professional evaluation if children display some of these characteristics: bright in some ways, but with a 'block' in certain areas family members who have similar difficulties difficulty carrying out three instructions in sequence lateness in learning to talk, or in speaking clearly particular difficulty with reading or spelling letter or number reversals (e.g. 15 for 51, 6 for 9, b for d, was for saw) reading a word, then failing to recognize it further down the page spelling a word several different ways without recognizing the correct version a poor attention span for reading and writing difficulty understanding time and tense confusing left and right answering questions orally, but finding it difficult to write the answer unusual clumsiness trouble finding rhymes for words The majority of dyslexic children have difficulty with the language, memory, and sequencing processes of basic math. Some have behavior problems, but these usually get better when the right kind of teaching for reading, writing, spelling, and basic math is provided. All learning problems are easiest to remediate when discovered early. Often, a parent may notice difficulties missed by a teacher dealing with a large class. If you see your child struggling, or think testing and evaluation may be called for, the best thing to do is talk to your child's teacher or guidance counsellor. If nothing is out of the ordinary, their reassurance will make you feel much better, And if there is a problem, your educational profesionals will be able to direct you to the help you and your child may need. Top of page