is the most common reason a bright child will struggle with spelling,
writing, or reading. But it affects many other areas as well. Children
with dyslexia also have difficulty:
their address, the alphabet, or their multiplication tables
to tie their shoes
some letters or numbers backwards past the end of first grade
to tell time on a clock with hands
left from right. Confusing letter pairs such as b-d,
sounds in the right order in multi-syllable words such as animal,
spaghetti, hamburger, consonant
letters don’t sit on the line,
there may be odd spacing between their words,
tall letters are sometimes written as short ones,
tails don’t always hang below the line,
sentences often don’t start with capital letters,
punctuation is often left out.
To watch a free video called
Dyslexia: Symptoms & Solutions, click here.
For a complete list of warning signs, click
most children with dyslexia are never identified – in part,
due to persistent myths about dyslexia, including:
He can’t have dyslexia because he can read.
children with dyslexia can read—up to a point. But auditory
processing problems prevent them from hearing all the individual
sounds in a word. So they don’t read by sounding out.
they use alternative strategies: context clues (pictures and a
predictable or familiar story), the shapes of words, and guessing
based on the first letter or two.
memories can hold only a limited number of words. So these strategies
will fail them by third or fourth grade. Without the right type
of help, they can not progress any further—no matter how
smart they are and how hard they try.
failure is preventable – if they are taught to read differently
– using the Barton Reading & Spelling System. It teaches
children and adults with dyslexia to read and spell at the mid-ninth
considered adult reading level in our society. A ninth-grade-level
reader can pass the GED, and go to college.
Dyslexia means you see things backwards.
If it were that simple, we could solve the problem by having dyslexic
children hold their books in front of a mirror.
has proven that people with dyslexia do NOT see things backwards.
Dyslexia is rare.
According to the latest dyslexia research from the National Institutes
of Health, dyslexia affects 20 percent of Americans (and about the
same percentage of people in other countries.)
one out of every five children.
can range from mild to severe.
can come by itself or with Attention Deficit Disorder.
if you know someone with ADD/ADHD who also has difficulty with
spelling, writing, or memorizing multiplication tables, that person
may also have dyslexia.
He can read okay. He just can’t spell.
That’s not dyslexia, is it?
A child with severe dyslexia will struggle with reading from the
very first day.
children with mild-to-moderate dyslexia can fool you during the
first few years in school. They can read. You just don’t
know HOW they are reading. But their unusual reading strategies
will force them into a brick wall by third to fourth grade.
spelling, however, is obvious very early. If they spend hours
each night working on a spelling list, they may be able to pass
the test. But they won’t be able to spell those very same
words when they’re writing sentences or compositions.
is highly related to poor reading, and poor spelling shows up
first. But it may take until third to fourth grade for the reading
struggles to become equally obvious.
spelling are closely related skills.
She can’t have dyslexia. The school tested her, and she
didn’t qualify for special education.
Schools test only for “Learning Disabilities,” not
most severely dyslexic children meet the criteria for a Learning
Disability, or LD, and get help through the Special Education
to NIH research, 80 percent of children with a Learning Disability
actually have dyslexia. Dyslexia is by far the most common learning
one in ten children with dyslexia qualifies for special education
children who do NOT qualify just “fall through the cracks.”
They’re in the regular classroom, struggling far more than
they should, and they’re at extremely high risk for dropping
out of school later.
There’s no such thing as dyslexia. That just a fancy term
which means a child can’t read.
In the 1960’s, that was true.
to over 25 years of research by the National Institutes of Child
Health and Development (NICHD), a branch of the National Institutes
of Health, we now have a research-based definition of dyslexia.
here to read that definition
It can’t be dyslexia. I had my child tested outside of the
school system. They said it was: (pick one)
Auditory Processing Disorder (CAPD)
remembering spelling patterns
or Long-term Memory Deficit
Language Disability (SLD)
on Demand Problem
What dyslexia is called depends upon the type of specialist who
did the testing, and their knowledge of dyslexia.
affects many different areas, but some testers only check one
area. They find one weakness and come to the wrong conclusion.
They don’t realize that weakness may be part of a bigger
like the fable of the blind men who approach an elephant from
various directions. The one who discovers the trunk describes
the animal very differently than the one who finds the tail, than
the one who finds the leg, the tusk, etc.
None of them
“see” that what they found is just one part of a bigger
thing, an elephant.
learn more about dyslexia:
the Bright Solutions for Dyslexia website
a FREE Quarterly E-newsletter on Dyslexia, click