{"id":50,"date":"2022-05-06T19:34:05","date_gmt":"2022-05-06T19:34:05","guid":{"rendered":"https:\/\/pressbooks.usnh.edu\/understandingandsupportinglearnerswithdisabilities\/chapter\/dyslexia\/"},"modified":"2026-01-03T17:21:32","modified_gmt":"2026-01-03T17:21:32","slug":"dyslexia","status":"publish","type":"chapter","link":"https:\/\/pressbooks.usnh.edu\/understandingandsupportinglearnerswithdisabilities\/chapter\/dyslexia\/","title":{"raw":"Dyslexia","rendered":"Dyslexia"},"content":{"raw":"<div class=\"textbox shaded\">\r\n<h2>Dyslexia<\/h2>\r\nTable of Contents\r\n<ul>\r\n \t<li>Chapter introduction<\/li>\r\n \t<li>What is Dyslexia?<\/li>\r\n \t<li>Prevalence<\/li>\r\n \t<li>Etiology<\/li>\r\n \t<li>Dyslexia Screening<\/li>\r\n \t<li><strong>Characteristics and Impact on Learning<\/strong><\/li>\r\n \t<li><strong>Interventions and strategie<\/strong>s<\/li>\r\n \t<li>General Overview of Literacy Approach<\/li>\r\n \t<li>Common Dyslexia Myths<\/li>\r\n \t<li><strong>Assistive Technology<\/strong><\/li>\r\n \t<li>This is What Dyslexia Is Really Like - Video<\/li>\r\n \t<li>Supplementary Resources<\/li>\r\n<\/ul>\r\n<\/div>\r\n<h3><strong>Introduction<\/strong><\/h3>\r\nDyslexia stands as one of the most prevalent and widely studied learning differences, affecting approximately 5-15% of the population across all languages, cultures, and socioeconomic backgrounds. Despite its commonality, dyslexia remains frequently misunderstood\u2014often reduced to a simple problem of \"reading backwards\" or \"seeing letters flip.\" The reality is far more nuanced and scientifically grounded than these persistent myths suggest.\r\n\r\nUnderstanding dyslexia requires moving beyond surface-level definitions to examine the underlying mechanisms that make reading challenging for affected individuals. The disability manifests differently across the lifespan, from early childhood struggles with letter recognition and phonemic awareness to adolescent and adult difficulties with reading speed, spelling, and written expression. Each developmental stage presents unique challenges and opportunities for intervention.\r\n\r\nThis chapter provides an overview of dyslexia, exploring its definition, characteristic signs and symptoms, and evidence-based interventions, including assistive technologies. We will examine how dyslexia affects academic performance and daily functioning. Additionally, we will address the emotional and social dimensions of living with dyslexia, recognizing that learning differences affect not just academic skills but also self-perception, motivation, and mental health.\r\n\r\nFor educators, clinicians, and families supporting individuals with dyslexia, knowledge is the foundation of effective intervention. By understanding practical strategies that support reading development, we can create environments where individuals with dyslexia not only survive but thrive. This chapter and its extended resources aim to equip readers with both theoretical understanding and practical tools to recognize and support those affected by this common yet often challenging learning disability.\r\n<h3><strong>What is Dyslexia<\/strong>?<\/h3>\r\nDyslexia is a specific learning disability of neurological origin. It is characterized by difficulties with accurate and\/or fluent word recognition, as well as poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems with reading comprehension and a reduced reading experience, which can impede vocabulary growth and background knowledge.\r\n\r\nDyslexia is included within the Individuals with Disabilities Education Act (IDEA, 2004), within \u201cspecific learning disability (SLD)\u201d, one of the 13 disability categories. The Diagnostic and Statistical Manual of Mental Disorders (DSM-5; American Psychiatric Association, 2013) includes dyslexia as a \u201clearning disorder.\u201d Unfortunately, the inconsistency in terminology and the lack of a universally agreed-upon definition of dyslexia have caused some confusion among special educators, administrators, and parents. However, most agree that dyslexia is a distinct type of SLD that presents in difficulty with phonological coding (Shaywitz et al., 2004; Snowling, 2009).\r\n\r\n(Wery and Dilibero, 2016)\r\n\r\nFor the past 60 years (more or less), dyslexia has been considered a type of learning disorder, referred to as a \u201cspecific reading disability\u201d or \u201cspecific learning disorder with impairment in reading.\u201d The growing interest in dyslexia today likely reflects a growing dissatisfaction with the present state of learning disabilities in the USA, especially as it pertains to dyslexia. It is well known that no matter which criteria are used to identify specific reading disabilities\/dyslexia, those practices make little or no distinction between readers with dyslexia and garden-variety poor readers. Both dyslexia and specific learning disabilities professionals and parents should welcome the newfound interest in dyslexia by the state and federal governments. Perhaps one result will be the adoption of widely accepted diagnostic criteria that will allow clinicians and assessment professionals to distinguish individuals with dyslexia from other poor readers accurately.\r\n\r\n(Hammill and Allen, 2020)\r\n\r\n<hr \/>\r\n\r\n<h3><strong>Prevalence<\/strong><\/h3>\r\nThe percentage of people with dyslexia is unknown, but it has been estimated to be as low as 5% and as high as 17% of the population.\u00a0While dyslexia is more often diagnosed in boys, this is partly explained by a self-fulfilling\u00a0<a href=\"https:\/\/en.wikipedia.org\/wiki\/Selection_bias#Sampling_bias\">referral bias<\/a>\u00a0among teachers and professionals.\u00a0It has even been suggested that the condition affects men and women equally.\r\n\r\n(Wikipedia, n.d.\/Dyslexia)\r\n\r\n<hr \/>\r\n\r\n<h3><strong>Etiology (causes)<\/strong><\/h3>\r\nThe causes of dyslexia are not agreed upon, although neuroscientists generally agree that dyslexia is a phonological processing disorder and that dyslexics have reading difficulties because they are unable to see or hear a word, break it down into discrete sounds, and then associate each sound with the letters that make up the word.\r\n\r\nPoor working memory may be another reason why those with dyslexia have difficulties remembering new vocabulary words. Remembering verbal instructions may also be a struggle. Dyslexics who have not received structured language instruction may come to rely on memorizing individual words rather than decoding words by mapping phonemes (speech sounds) to graphemes (letters and letter combinations that represent individual speech sounds).\r\n\r\n(Wikipedia, n.d.\/Characteristics of dyslexia)\r\n\r\n<hr \/>\r\n\r\n<h3><strong>Screening<\/strong><\/h3>\r\n<blockquote><em>\"New Hampshire state law, <a href=\"http:\/\/www.gencourt.state.nh.us\/rsa\/html\/xv\/200\/200-58.htm\" target=\"_blank\" rel=\"noopener\">RSA 200:58<\/a>\u00a0and\u00a0<a href=\"http:\/\/www.gencourt.state.nh.us\/rsa\/html\/xv\/200\/200-59.htm\" target=\"_blank\" rel=\"noopener\">RSA 200:59<\/a>, focuses on children who struggle learning to read based upon potential indicators of dyslexia and other related disorders (i.e., dysgraphia, dysphasia, phonological processing disorder, reading fluency disorder). The RSAs define dyslexia, require public schools to screen for potential indicators of dyslexia no later than November 30 in kindergarten or first grade, and require school districts to provide evidence-based, intervention strategies to address the child\u2019s individual needs.\"\u00a0 (NH DOE, n.d.)<\/em><\/blockquote>\r\n\r\n<hr \/>\r\n\r\n<strong style=\"font-family: 'Cormorant Garamond', serif;font-size: 1.602em\">Characteristics and Impact on Learning<\/strong>\r\n\r\n<span style=\"text-align: initial;background-color: initial;font-size: 1em\">Use the following resource\/reading for this section of the disability summary:<\/span>\r\n\r\nInternational Dyslexia Association (2017), <em>Dyslexia in the Classroom: What Every Teacher Needs to Know.<\/em> from h<a href=\"https:\/\/dyslexiaida.org\/wp-content\/uploads\/2015\/01\/DITC-Handbook.pdf\" target=\"_blank\" rel=\"noopener\">ttps:\/\/dyslexiaida.org\/wp-content\/uploads\/2015\/01\/DITC-Handbook.pdf<\/a>\r\n\r\nFocus on the following sections in this section of your summary: (pgs. 4-6)\r\n<ul>\r\n \t<li>What are the effects of dyslexia<\/li>\r\n \t<li>Signs and symptoms of dyslexia<\/li>\r\n \t<li>Social and emotional connection<\/li>\r\n<\/ul>\r\n\r\n<hr \/>\r\n\r\nBecause of literacy problems, an individual with dyslexia may have difficulty with <strong>handwriting<\/strong> (dysgraphia). This can involve a slower writing speed than average, poor handwriting characterized by irregularly formed letters, or an inability to write straight on blank paper with no guidelines.\r\n\r\n(Wikipedia, n.d.\/Characteristics of dyslexia)\r\n\r\n<strong>Spelling<\/strong> is a demanding task for all children learning to write. Some children, however, require interventions tailored to their needs. For example, children with dyslexia, who show deficits in spelling knowledge and strategies, often fail to produce accurate spellings of words. For these children, learning to spell poses a major challenge and represents a significant barrier to developing their ability to compose texts. Indeed, although children with dyslexia can acquire some composition skills, they struggle with those specifically related to written language.\r\n\r\n(Chapleau and Beaupre-Boivin, 2019)\r\n\r\n<span data-huuid=\"1730285825209131340\">Many famous and prolific writers, including literary giants like<\/span>\u00a0F. Scott Fitzgerald, Agatha Christie, and W.B. Yeats, as well as children's authors like Patricia Polacco and Dav Pilkey<span data-huuid=\"1730285825209134891\"><span class=\"M5tQyf\">, <\/span>are known to have dyslexia, often leveraging their unique ways of thinking to excel in storytelling and world-building despite reading and spelling challenges. From Learning Ally,<a href=\"https:\/\/learningally.org\/resource\/10-authors-who-are-dyslexic\" target=\"_blank\" rel=\"noopener\"> 10 Authors Who Are Dyslexic.\u00a0<\/a><\/span>\r\n\r\n<hr \/>\r\n\r\n<h3><strong>Interventions and Strategies<\/strong><\/h3>\r\nIn your disability summary, use the following resource as your primary \"required\" reading\/resource for Interventions and Strategies for dyslexia.\r\n\r\nInternational Dyslexia Association (2017). <em>Dyslexia in the Classroom: What Every Teacher Needs to Know<\/em><strong>.<\/strong> from\u00a0<a href=\"https:\/\/dyslexiaida.org\/wp-content\/uploads\/2015\/01\/DITC-Handbook.pdf\" target=\"_blank\" rel=\"noopener\">https:\/\/dyslexiaida.org\/wp-content\/uploads\/2015\/01\/DITC-Handbook.pdf\u00a0 \u00a0(p<\/a>ages 7-12)\r\n<ul>\r\n \t<li><span style=\"font-family: 'times new roman', times, serif;font-size: 14pt\">Classroom strategies, tips, and tools\u00a0\u00a0<\/span><\/li>\r\n \t<li>Include a description of the <strong>Structured Literacy Approach.<\/strong><\/li>\r\n<\/ul>\r\n\r\n<hr \/>\r\n\r\n<h3>General Overview of Literacy Approach<\/h3>\r\nTorgesen (2004) emphasized the importance of explicit instruction for remediation and the need for intensity completely different from regular classroom instruction. To make gains in reading, students need highly structured, sequential, interactive activities and close monitoring, directly connecting the known with the new, with sufficient time for practicing new skills to build automaticity and fluency. The size of the instructional group is also essential, ideally between 1:1 and 1:3.\r\n\r\n(Wikipedia, n.d.\/Management of Dyslexia)\r\n\r\nEarly identification and treatment are key to helping individuals with dyslexia achieve in academics and in life. <strong>Appropriate remedial instruction is a<\/strong> <strong>structured literacy approach<\/strong>\r\n\r\nDyslexic children require special instruction for word analysis and spelling from an early age. The prognosis, generally speaking, is favorable for individuals identified in childhood and who receive support from friends and family. The New York educational system (NYED) indicates \"a daily uninterrupted 90-minute block of instruction in reading\", furthermore, \"instruction in phonemic awareness, phonics, vocabulary development, reading fluency\" so as to improve the individual's reading ability.\r\n\r\n(Wikipedia, n.d.\/Dyslexia)\r\n\r\n<hr \/>\r\n\r\n<h3>Common Dyslexia Myths<\/h3>\r\nAs reading and writing have become increasingly crucial for success in and out of school, students with dyslexia are often at-risk for academic failure, lower reading self-efficacy (Burden, 2008), and lower self-esteem (Alexander-Passe, 2006) as well as an increased risk of dropping out of school (U.S. Dept. Of Education, Office of Special Education and Rehabilitative Services, Office of Special Education Programs, 2006). Due to the potential for poor school and post-school outcomes, teachers, parents, and advocates often feel desperate to locate and employ accommodations and interventions to help students with dyslexia read.\r\n\r\nTeachers and other practitioners need to be able to discriminate between those interventions that have been empirically shown to be effective (evidence-based practices) and those that have not. While some may conclude that an intervention that fails to produce a positive effect may not do good, but probably does not do harm, others disagree.\r\n\r\nInert interventions may, in fact, cause other forms of harm by depriving resources (time and financial) from those interventions that have demonstrated efficacy. That time and resource could be used on other interventions that are more likely to improve students\u2019 reading ability. Further, the use of unsubstantiated interventions can undermine the profession's credibility and lead the public to lose trust in special educators (Lilienfeld, Lynn, &amp; Lohr, 2015).\r\n\r\nFinally, the most harm may come when students who have already experienced significant struggle and academic failure in learning to read have yet another failure when they are not able to read significantly better using an<strong> evidence-based method<\/strong>. Repeated failure experiences can further undermine students\u2019 self-efficacy and academic self-esteem.\r\n<p class=\"textbox shaded\">Instead, students with dyslexia need well-qualified teachers and interventionists who can skillfully implement intensive instruction (Moats, 2009). This intensive, systematic intervention is likely to include direct multisensory instruction in the areas of phonological awareness, phonics, and fluency (Mather &amp; Wendling, 2012; Shaywitz, 2003; Snowling &amp; Hulme, 2012) that is both sequential and cumulative, and taught to automaticity (Moats, 2009).<\/p>\r\n(Wery and Dilibero, 2016)\r\n\r\nResearch does not suggest that <strong>specially-tailored fonts<\/strong> (such as\u00a0<a href=\"https:\/\/en.wikipedia.org\/wiki\/Dyslexie\">Dyslexie<\/a>\u00a0and\u00a0<a href=\"https:\/\/en.wikipedia.org\/wiki\/OpenDyslexic\">OpenDyslexic<\/a>) help with reading. Children with dyslexia read text set in regular fonts, such as Times New Roman and Arial, just as quickly, and they prefer regular fonts over specially tailored fonts.\r\n\r\nThere is currently no evidence showing that <strong>music education<\/strong> significantly improves the reading skills of adolescents with dyslexia.\r\n\r\n(Wikipedia, n.d.\/Dyslexia)\r\n\r\nThe dyslexia myth of <strong>\u201cbackwards reading<\/strong>\u201d persists as a remnant of the visually based theories about reading (see Lilienfeld et al., 2010 for a discussion). This myth has been resistant to change, likely due to the complexity of research on dyslexia, coupled with a lack of venues for disseminating increasingly complicated representations of science to the public. There is also the problem that some children with dyslexia do make letter reversals in their writing, which reinforces the notion of \u201cbackwards reading.\u201d However, letter reversals are developmentally common during early literacy acquisition in typically developing children as well (Vellutino, 1979), and such reversals early in literacy acquisition (i.e., kindergarten) are unrelated to later reading abilities (i.e., grades 2,3) (Treiman et al., 2014). Long-standing lines of research have shown that children with dyslexia do not show visual-spatial weaknesses with non-linguistic stimuli, such as geometric designs (Vellutino et al., 1975a) or letters in unfamiliar orthographies (i.e., Hebrew; Vellutino et al., 1975b). This pattern indicates that the linguistic features of letters and words contribute to reversal errors, rather than a general visual-spatial processing problem. The widespread misunderstanding regarding the causal role of letter reversals in dyslexia can be understood in the context of the common logical error of inferring causation from correlation. While children with dyslexia can reverse letters, and sometimes do so beyond developmentally typical windows, letter reversals are not a cause of their reading problems.\r\n\r\n(Anderson, Sarlo, Pearlstein, and McGrath, 2020)\r\n\r\nAccording to the American Academy of Pediatrics<strong>, vision problems<\/strong> do not cause dyslexia. \u201c<em>Scientific evidence does not support the efficacy of eye exercises, behavioral\/perceptual vision therapy, training glasses, or special tinted filters or lenses in improving the long-term educational performance in these complex pediatric neurocognitive conditions<\/em>.\u201d(pg. e849).\u00a0\u00a0 (Handler and Fierson, 2011)\r\n\r\n<hr \/>\r\n\r\n<h3><strong>Assistive Technologies<\/strong><\/h3>\r\nTechnology has transformed the landscape of support available to individuals with dyslexia. Where reading and writing once presented seemingly insurmountable barriers, digital tools now offer pathways to access, independence, and success.\r\n\r\nThese tools don't compensate for dyslexia or diminish its challenges. Rather, they level the playing field, allowing individuals with dyslexia to demonstrate their knowledge, creativity, and intellect without being held back by the mechanical aspects of reading and writing. For students, this might mean the difference between struggling through a textbook and genuinely engaging with its ideas. For professionals, it can mean participating fully in their careers without exhausting workarounds.\r\n\r\nThe key to effective use of assistive technology lies in finding the right combination of tools for each individual's unique needs and learning style. What follows is an exploration of some of the most valuable assistive technologies available today. The key to success with these technologies is that schools must provide students with clear, explicit, and consistent instruction, practice, reinforcement, and feedback on how to use assistive technology effectively, rather than expecting students to learn these tools independently.\r\n\r\nFor dyslexia specifically, the assistive technologies most relevant are:\r\n<ul>\r\n \t<li class=\"whitespace-normal break-words pl-2\">Text-to-speech software (helps with reading)<\/li>\r\n \t<li class=\"whitespace-normal break-words pl-2\">Speech-to-text tools (help with writing)<\/li>\r\n \t<li class=\"whitespace-normal break-words pl-2\">Audiobooks and digital reading tools<\/li>\r\n \t<li class=\"whitespace-normal break-words pl-2\">Word prediction and spelling support<\/li>\r\n \t<li class=\"whitespace-normal break-words pl-2\">Graphic organizers<\/li>\r\n<\/ul>\r\nAccessible publishing\u00a0works to make reading easier for all who struggle with the standard one-size-fits-all method of book publishing. Accessible publishing works with publishers and\u00a0<a href=\"https:\/\/en.wikipedia.org\/wiki\/Print_on_Demand\">Print on Demand<\/a> technology, which allows the reader to choose how the books will be published. Available format variations include selecting the font size (from 11-point to 28-point), whether the font is bold, italic, or regular, and choosing the line spacing.\u00a0 Accessible publishers, such as ReadHowYouWant, also work to make books available in <a href=\"https:\/\/en.wikipedia.org\/wiki\/Braille\">Braille<\/a>,\u00a0<a href=\"https:\/\/en.wikipedia.org\/wiki\/E-books\">e-books<\/a>,\u00a0<a href=\"https:\/\/en.wikipedia.org\/wiki\/Audiobook\">audiobooks<\/a>,\u00a0and\u00a0<a href=\"https:\/\/en.wikipedia.org\/wiki\/Digital_accessible_information_system\">DAISY<\/a>.\r\n\r\nNew formats, such as streamlined text, have been developed that help dyslexic people track (move from one line to the next) more fluently\u2014these work by adding 'sign-posts' to the text to show where to go next.\r\n\r\nTeachers are also using <strong>audiobooks<\/strong> to teach textbooks in an engaging way for those with dyslexia. In the United States, the nonprofit <strong>Learning Ally<\/strong> offers the world's largest library of human-narrated audiobooks, and a second organization, <strong>Bookshare<\/strong>, provides a wide selection of synthetic-read audiobooks. These audiobooks work well for individuals with word-reading accuracy and fluency difficulties (e.g., dyslexics).\r\n\r\nFrequency Modulating<strong> (FM systems<\/strong>) show promise as one component of support for students with dyslexia, with research indicating they may enhance auditory processing abilities that support reading development. FM systems were originally designed to improve signal-to-noise ratio in classrooms\u2014they help students hear the teacher's voice more clearly by reducing background noise and distance effects. For students with dyslexia who may have subtle differences in auditory processing, clearer auditory input appears to support the development of more stable neural responses to speech sounds. Dyslexia\u00a0is complex and typically requires comprehensive intervention, including explicit phonics instruction, reading practice, and other evidence-based approaches. The FM system appears to be a potentially helpful tool within a broader support framework rather than a complete solution on its own.\r\n\r\nResearch these other examples of assitive technologies to support students with dyslexia.\r\n<ul>\r\n \t<li>Smartpens: Pens (like Livescribe) that record audio while you take handwritten notes. If a student misses a detail, they can tap their written note later to hear precisely what the teacher said at that moment.<\/li>\r\n \t<li>Visual Timers: Instead of a digital countdown, these show a disappearing red disk to help users \"see\" time passing.<\/li>\r\n \t<li>Large-Key or High-Contrast Keyboards: Simplify visual letter search, which can be helpful for students who struggle with letter recognition.<\/li>\r\n \t<li>Reading Strips &amp; Screen Masks: Physical or digital \"rulers\" that block out all but one or two lines of text. This helps students stay on the correct line and prevents the \"swimming\" sensation some experience with dense blocks of text.<\/li>\r\n \t<li>Audio-Based Note-Taking: Apps like Otter.ai and AudioNote let students record a lecture while taking minimal notes; the app then creates a searchable transcript linked to the recording.<\/li>\r\n<\/ul>\r\n<strong>As future educators, you have the power to transform students' learning experiences\u2014and familiarizing yourself with these assistive technologies is an essential part of that journey.<\/strong> Don't wait until you have your own classroom to start exploring these tools. Take time now during your field placements and student teaching to ask cooperating teachers and special education staff about the assistive technologies available in their schools, observe how students use them, and even try them out yourself. Understanding how text-to-speech, graphic organizers, audiobooks, and other ATs work will make you a more confident, prepared, and responsive teacher from day one. Remember, for students with dyslexia, these technologies aren't extras or accommodations that lower expectations\u2014they're equalizers that allow brilliant minds to access content, demonstrate knowledge, and reach their full potential. By becoming knowledgeable about assistive technologies now, you're building a foundation for creating truly inclusive classrooms where every learner can thrive. The students who will one day sit in your classroom are counting on educators who understand that different doesn't mean less capable\u2014it just means learning differently.\r\n<div class=\"textbox shaded\">\r\n\r\nMore AT for Dyslexia Resources:\r\n\r\n<em>Young, G., &amp; MacCormack, J. (2018, May 4). Assistive Technology for Students with Learning Disabilities.\u00a0<\/em>LD @school. <a href=\"https:\/\/www.ldatschool.ca\/assistive-technolog\" target=\"_blank\" rel=\"noopener\">https:\/\/www.ldatschool.ca\/assistive-technology<\/a>\u00a0 (These ATs will be appropriate across all 3 of the main SLDs)\r\n\r\nThe Yale Center for Dyslexia and Creativity, <a href=\"https:\/\/dyslexia.yale.edu\/resources\/tools-technology\/tech-tips\/\" target=\"_blank\" rel=\"noopener\">Tech Tips, https:\/\/dyslexia.yale.edu\/resources\/tools-technology\/tech-tips\/\u00a0<\/a>\r\n\r\n<\/div>\r\n\r\n<hr \/>\r\n\r\nNote: In much of the research, you will see the terms \"dyslexic\" and \"dyslexic children\". This is not the people first language we strive for in special education.\r\n\r\nWhen looking for assistive technology, note the date of the information. A lot of the information on the internet is dated.\u00a0 For example\r\n<ul>\r\n \t<li>tape recorders- audio recorder<\/li>\r\n \t<li>books on tape- audiobooks<\/li>\r\n \t<li>portable word processors- tablet\/Chromebook<\/li>\r\n<\/ul>\r\n(Lombardi, 2022)\r\n\r\n<hr \/>\r\n\r\nFrom a UK\/ Scottish Students Perspective- This is What Dyslexia is Really Like| BBC The Social\r\n\r\nhttps:\/\/youtu.be\/mpqluwIstjM\r\n\r\n[BBC Scotland], (Nov. 5, 2020). This is What Dyslexia is Really Like| BBC The Social\r\n\r\n[video file]\r\n\r\nfrom https:\/\/youtu.be\/mpqluwIstjM\r\n\r\n<hr \/>\r\n\r\n<h3>Supplementary Resources<\/h3>\r\nInternational Dyslexia Association (2020). Dyslexia Assessment: What Is It and How Can It Help? from <a href=\"https:\/\/dyslexiaida.org\/dyslexia-assessment-what-is-it-and-how-can-it-help-2\/\" target=\"_blank\" rel=\"noopener\">https:\/\/dyslexiaida.org\/dyslexia-assessment-what-is-it-and-how-can-it-help-2\/<\/a>\r\n\r\n<a href=\"https:\/\/www.education.nh.gov\/who-we-are\/division-of-learner-support\/bureau-of-instructional-support\/screening-and-intervention-dyslexia\" target=\"_blank\" rel=\"noopener\">A Resource Guide for Dyslexia and Other Related Disorders<\/a> from the New Hampshire Department of Education.\r\n\r\n<hr \/>\r\n\r\n<h3>References<\/h3>\r\nAnderson A, Sarlo GL, Pearlstein H and McGrath LM (2020) A Review of Online Dyslexia Learning Modules.\u00a0Front. Educ.\u00a05:118. doi: 10.3389\/feduc.2020.00118. \u00a0<a href=\"https:\/\/www.frontiersin.org\/articles\/10.3389\/feduc.2020.00118\/full\">https:\/\/www.frontiersin.org\/articles\/10.3389\/feduc.2020.00118\/full<\/a> This is an open-access article distributed under the terms of the\u00a0<a href=\"http:\/\/creativecommons.org\/licenses\/by\/4.0\/\" target=\"_blank\" rel=\"noopener\">Creative Commons Attribution License (CC BY)<\/a>.\r\n\r\n[BBC Scottland], (Nov. 5, 2020). his is What Dyslexia is Really Like| BBC The Social [videl file}from https:\/\/youtu.be\/mpqluwIstjM\r\n\r\nChapleau, N., Beaupr\u00e9-Boivin, K., Interventions to Support the Development of Spelling Knowledge and Strategies for Children with Dyslexia,\u00a0<em>Education<\/em>, Vol. 9 No. 1, 2019, pp. 1-8. doi: 10.5923\/j.edu.20190901.01. This work is licensed under the Creative Commons Attribution International License (CC BY).\r\n<a href=\"http:\/\/creativecommons.org\/licenses\/by\/4.0\/\">http:\/\/creativecommons.org\/licenses\/by\/4.0\/<\/a>\r\n\r\nHammill, D.D., Allen, E.A. A Revised Discrepancy Method for Identifying Dyslexia.\u00a0J Pediatr Neuropsychol\u00a06,\u00a027\u201343 (2020). https:\/\/doi.org\/10.1007\/s40817-020-00079-2\u00a0 <a href=\"https:\/\/link.springer.com\/article\/10.1007\/s40817-020-00079-2#citeas\">https:\/\/link.springer.com\/article\/10.1007\/s40817-020-00079-2#citeas<\/a> This article is licensed under a Creative Commons Attribution 4.0 International License\r\n\r\nHandler, S.M., MD, Fierson, W.M.,MD; <a href=\"http:\/\/pediatrics.aappublications.org\/content\/127\/3\/e818\">Learning Disabilities, Dyslexia, and Vision<\/a> from the American Academy of Pediatrics Joint Technical Report (Pediatrics, March 2011, Vol. 127, Issue 3) pgs. 818-849\r\n\r\nWery, J.J., Diliberto, J.A. The effect of a specialized dyslexia font, OpenDyslexic, on reading rate and accuracy.\u00a0Ann. of Dyslexia\u00a067,\u00a0114\u2013127 (2017). <a href=\"https:\/\/doi.org\/10.1007\/s11881-016-0127-1\">https:\/\/doi.org\/10.1007\/s11881-016-0127-1<\/a>This is an open access article distributed under the terms of the\u00a0<a href=\"https:\/\/creativecommons.org\/licenses\/\" target=\"_blank\" rel=\"noopener\">Creative Commons CC BY<\/a>\u00a0license\r\n\r\nWikipedia, (n.d.) Dyslexia From <a href=\"https:\/\/en.wikipedia.org\/wiki\/Dyslexia\">https:\/\/en.wikipedia.org\/wiki\/Dyslexia<\/a>\r\n\r\nWikipedia, (n.d.) Characteristics of dyslexia. From <a href=\"https:\/\/en.wikipedia.org\/wiki\/Characteristics_of_dyslexia\">https:\/\/en.wikipedia.org\/wiki\/Characteristics_of_dyslexia<\/a>\r\n\r\nWikipedia, (n.d.) Management of Dyslexia From <a href=\"https:\/\/en.wikipedia.org\/wiki\/Management_of_dyslexia\">https:\/\/en.wikipedia.org\/wiki\/Management_of_dyslexia<\/a>\r\n\r\n<hr \/>\r\n\r\nUpdated 1\/3\/2025","rendered":"<div class=\"textbox shaded\">\n<h2>Dyslexia<\/h2>\n<p>Table of Contents<\/p>\n<ul>\n<li>Chapter introduction<\/li>\n<li>What is Dyslexia?<\/li>\n<li>Prevalence<\/li>\n<li>Etiology<\/li>\n<li>Dyslexia Screening<\/li>\n<li><strong>Characteristics and Impact on Learning<\/strong><\/li>\n<li><strong>Interventions and strategie<\/strong>s<\/li>\n<li>General Overview of Literacy Approach<\/li>\n<li>Common Dyslexia Myths<\/li>\n<li><strong>Assistive Technology<\/strong><\/li>\n<li>This is What Dyslexia Is Really Like &#8211; Video<\/li>\n<li>Supplementary Resources<\/li>\n<\/ul>\n<\/div>\n<h3><strong>Introduction<\/strong><\/h3>\n<p>Dyslexia stands as one of the most prevalent and widely studied learning differences, affecting approximately 5-15% of the population across all languages, cultures, and socioeconomic backgrounds. Despite its commonality, dyslexia remains frequently misunderstood\u2014often reduced to a simple problem of &#8220;reading backwards&#8221; or &#8220;seeing letters flip.&#8221; The reality is far more nuanced and scientifically grounded than these persistent myths suggest.<\/p>\n<p>Understanding dyslexia requires moving beyond surface-level definitions to examine the underlying mechanisms that make reading challenging for affected individuals. The disability manifests differently across the lifespan, from early childhood struggles with letter recognition and phonemic awareness to adolescent and adult difficulties with reading speed, spelling, and written expression. Each developmental stage presents unique challenges and opportunities for intervention.<\/p>\n<p>This chapter provides an overview of dyslexia, exploring its definition, characteristic signs and symptoms, and evidence-based interventions, including assistive technologies. We will examine how dyslexia affects academic performance and daily functioning. Additionally, we will address the emotional and social dimensions of living with dyslexia, recognizing that learning differences affect not just academic skills but also self-perception, motivation, and mental health.<\/p>\n<p>For educators, clinicians, and families supporting individuals with dyslexia, knowledge is the foundation of effective intervention. By understanding practical strategies that support reading development, we can create environments where individuals with dyslexia not only survive but thrive. This chapter and its extended resources aim to equip readers with both theoretical understanding and practical tools to recognize and support those affected by this common yet often challenging learning disability.<\/p>\n<h3><strong>What is Dyslexia<\/strong>?<\/h3>\n<p>Dyslexia is a specific learning disability of neurological origin. It is characterized by difficulties with accurate and\/or fluent word recognition, as well as poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems with reading comprehension and a reduced reading experience, which can impede vocabulary growth and background knowledge.<\/p>\n<p>Dyslexia is included within the Individuals with Disabilities Education Act (IDEA, 2004), within \u201cspecific learning disability (SLD)\u201d, one of the 13 disability categories. The Diagnostic and Statistical Manual of Mental Disorders (DSM-5; American Psychiatric Association, 2013) includes dyslexia as a \u201clearning disorder.\u201d Unfortunately, the inconsistency in terminology and the lack of a universally agreed-upon definition of dyslexia have caused some confusion among special educators, administrators, and parents. However, most agree that dyslexia is a distinct type of SLD that presents in difficulty with phonological coding (Shaywitz et al., 2004; Snowling, 2009).<\/p>\n<p>(Wery and Dilibero, 2016)<\/p>\n<p>For the past 60 years (more or less), dyslexia has been considered a type of learning disorder, referred to as a \u201cspecific reading disability\u201d or \u201cspecific learning disorder with impairment in reading.\u201d The growing interest in dyslexia today likely reflects a growing dissatisfaction with the present state of learning disabilities in the USA, especially as it pertains to dyslexia. It is well known that no matter which criteria are used to identify specific reading disabilities\/dyslexia, those practices make little or no distinction between readers with dyslexia and garden-variety poor readers. Both dyslexia and specific learning disabilities professionals and parents should welcome the newfound interest in dyslexia by the state and federal governments. Perhaps one result will be the adoption of widely accepted diagnostic criteria that will allow clinicians and assessment professionals to distinguish individuals with dyslexia from other poor readers accurately.<\/p>\n<p>(Hammill and Allen, 2020)<\/p>\n<hr \/>\n<h3><strong>Prevalence<\/strong><\/h3>\n<p>The percentage of people with dyslexia is unknown, but it has been estimated to be as low as 5% and as high as 17% of the population.\u00a0While dyslexia is more often diagnosed in boys, this is partly explained by a self-fulfilling\u00a0<a href=\"https:\/\/en.wikipedia.org\/wiki\/Selection_bias#Sampling_bias\">referral bias<\/a>\u00a0among teachers and professionals.\u00a0It has even been suggested that the condition affects men and women equally.<\/p>\n<p>(Wikipedia, n.d.\/Dyslexia)<\/p>\n<hr \/>\n<h3><strong>Etiology (causes)<\/strong><\/h3>\n<p>The causes of dyslexia are not agreed upon, although neuroscientists generally agree that dyslexia is a phonological processing disorder and that dyslexics have reading difficulties because they are unable to see or hear a word, break it down into discrete sounds, and then associate each sound with the letters that make up the word.<\/p>\n<p>Poor working memory may be another reason why those with dyslexia have difficulties remembering new vocabulary words. Remembering verbal instructions may also be a struggle. Dyslexics who have not received structured language instruction may come to rely on memorizing individual words rather than decoding words by mapping phonemes (speech sounds) to graphemes (letters and letter combinations that represent individual speech sounds).<\/p>\n<p>(Wikipedia, n.d.\/Characteristics of dyslexia)<\/p>\n<hr \/>\n<h3><strong>Screening<\/strong><\/h3>\n<blockquote><p><em>&#8220;New Hampshire state law, <a href=\"http:\/\/www.gencourt.state.nh.us\/rsa\/html\/xv\/200\/200-58.htm\" target=\"_blank\" rel=\"noopener\">RSA 200:58<\/a>\u00a0and\u00a0<a href=\"http:\/\/www.gencourt.state.nh.us\/rsa\/html\/xv\/200\/200-59.htm\" target=\"_blank\" rel=\"noopener\">RSA 200:59<\/a>, focuses on children who struggle learning to read based upon potential indicators of dyslexia and other related disorders (i.e., dysgraphia, dysphasia, phonological processing disorder, reading fluency disorder). The RSAs define dyslexia, require public schools to screen for potential indicators of dyslexia no later than November 30 in kindergarten or first grade, and require school districts to provide evidence-based, intervention strategies to address the child\u2019s individual needs.&#8221;\u00a0 (NH DOE, n.d.)<\/em><\/p><\/blockquote>\n<hr \/>\n<p><strong style=\"font-family: 'Cormorant Garamond', serif;font-size: 1.602em\">Characteristics and Impact on Learning<\/strong><\/p>\n<p><span style=\"text-align: initial;background-color: initial;font-size: 1em\">Use the following resource\/reading for this section of the disability summary:<\/span><\/p>\n<p>International Dyslexia Association (2017), <em>Dyslexia in the Classroom: What Every Teacher Needs to Know.<\/em> from h<a href=\"https:\/\/dyslexiaida.org\/wp-content\/uploads\/2015\/01\/DITC-Handbook.pdf\" target=\"_blank\" rel=\"noopener\">ttps:\/\/dyslexiaida.org\/wp-content\/uploads\/2015\/01\/DITC-Handbook.pdf<\/a><\/p>\n<p>Focus on the following sections in this section of your summary: (pgs. 4-6)<\/p>\n<ul>\n<li>What are the effects of dyslexia<\/li>\n<li>Signs and symptoms of dyslexia<\/li>\n<li>Social and emotional connection<\/li>\n<\/ul>\n<hr \/>\n<p>Because of literacy problems, an individual with dyslexia may have difficulty with <strong>handwriting<\/strong> (dysgraphia). This can involve a slower writing speed than average, poor handwriting characterized by irregularly formed letters, or an inability to write straight on blank paper with no guidelines.<\/p>\n<p>(Wikipedia, n.d.\/Characteristics of dyslexia)<\/p>\n<p><strong>Spelling<\/strong> is a demanding task for all children learning to write. Some children, however, require interventions tailored to their needs. For example, children with dyslexia, who show deficits in spelling knowledge and strategies, often fail to produce accurate spellings of words. For these children, learning to spell poses a major challenge and represents a significant barrier to developing their ability to compose texts. Indeed, although children with dyslexia can acquire some composition skills, they struggle with those specifically related to written language.<\/p>\n<p>(Chapleau and Beaupre-Boivin, 2019)<\/p>\n<p><span data-huuid=\"1730285825209131340\">Many famous and prolific writers, including literary giants like<\/span>\u00a0F. Scott Fitzgerald, Agatha Christie, and W.B. Yeats, as well as children&#8217;s authors like Patricia Polacco and Dav Pilkey<span data-huuid=\"1730285825209134891\"><span class=\"M5tQyf\">, <\/span>are known to have dyslexia, often leveraging their unique ways of thinking to excel in storytelling and world-building despite reading and spelling challenges. From Learning Ally,<a href=\"https:\/\/learningally.org\/resource\/10-authors-who-are-dyslexic\" target=\"_blank\" rel=\"noopener\"> 10 Authors Who Are Dyslexic.\u00a0<\/a><\/span><\/p>\n<hr \/>\n<h3><strong>Interventions and Strategies<\/strong><\/h3>\n<p>In your disability summary, use the following resource as your primary &#8220;required&#8221; reading\/resource for Interventions and Strategies for dyslexia.<\/p>\n<p>International Dyslexia Association (2017). <em>Dyslexia in the Classroom: What Every Teacher Needs to Know<\/em><strong>.<\/strong> from\u00a0<a href=\"https:\/\/dyslexiaida.org\/wp-content\/uploads\/2015\/01\/DITC-Handbook.pdf\" target=\"_blank\" rel=\"noopener\">https:\/\/dyslexiaida.org\/wp-content\/uploads\/2015\/01\/DITC-Handbook.pdf\u00a0 \u00a0(p<\/a>ages 7-12)<\/p>\n<ul>\n<li><span style=\"font-family: 'times new roman', times, serif;font-size: 14pt\">Classroom strategies, tips, and tools\u00a0\u00a0<\/span><\/li>\n<li>Include a description of the <strong>Structured Literacy Approach.<\/strong><\/li>\n<\/ul>\n<hr \/>\n<h3>General Overview of Literacy Approach<\/h3>\n<p>Torgesen (2004) emphasized the importance of explicit instruction for remediation and the need for intensity completely different from regular classroom instruction. To make gains in reading, students need highly structured, sequential, interactive activities and close monitoring, directly connecting the known with the new, with sufficient time for practicing new skills to build automaticity and fluency. The size of the instructional group is also essential, ideally between 1:1 and 1:3.<\/p>\n<p>(Wikipedia, n.d.\/Management of Dyslexia)<\/p>\n<p>Early identification and treatment are key to helping individuals with dyslexia achieve in academics and in life. <strong>Appropriate remedial instruction is a<\/strong> <strong>structured literacy approach<\/strong><\/p>\n<p>Dyslexic children require special instruction for word analysis and spelling from an early age. The prognosis, generally speaking, is favorable for individuals identified in childhood and who receive support from friends and family. The New York educational system (NYED) indicates &#8220;a daily uninterrupted 90-minute block of instruction in reading&#8221;, furthermore, &#8220;instruction in phonemic awareness, phonics, vocabulary development, reading fluency&#8221; so as to improve the individual&#8217;s reading ability.<\/p>\n<p>(Wikipedia, n.d.\/Dyslexia)<\/p>\n<hr \/>\n<h3>Common Dyslexia Myths<\/h3>\n<p>As reading and writing have become increasingly crucial for success in and out of school, students with dyslexia are often at-risk for academic failure, lower reading self-efficacy (Burden, 2008), and lower self-esteem (Alexander-Passe, 2006) as well as an increased risk of dropping out of school (U.S. Dept. Of Education, Office of Special Education and Rehabilitative Services, Office of Special Education Programs, 2006). Due to the potential for poor school and post-school outcomes, teachers, parents, and advocates often feel desperate to locate and employ accommodations and interventions to help students with dyslexia read.<\/p>\n<p>Teachers and other practitioners need to be able to discriminate between those interventions that have been empirically shown to be effective (evidence-based practices) and those that have not. While some may conclude that an intervention that fails to produce a positive effect may not do good, but probably does not do harm, others disagree.<\/p>\n<p>Inert interventions may, in fact, cause other forms of harm by depriving resources (time and financial) from those interventions that have demonstrated efficacy. That time and resource could be used on other interventions that are more likely to improve students\u2019 reading ability. Further, the use of unsubstantiated interventions can undermine the profession&#8217;s credibility and lead the public to lose trust in special educators (Lilienfeld, Lynn, &amp; Lohr, 2015).<\/p>\n<p>Finally, the most harm may come when students who have already experienced significant struggle and academic failure in learning to read have yet another failure when they are not able to read significantly better using an<strong> evidence-based method<\/strong>. Repeated failure experiences can further undermine students\u2019 self-efficacy and academic self-esteem.<\/p>\n<p class=\"textbox shaded\">Instead, students with dyslexia need well-qualified teachers and interventionists who can skillfully implement intensive instruction (Moats, 2009). This intensive, systematic intervention is likely to include direct multisensory instruction in the areas of phonological awareness, phonics, and fluency (Mather &amp; Wendling, 2012; Shaywitz, 2003; Snowling &amp; Hulme, 2012) that is both sequential and cumulative, and taught to automaticity (Moats, 2009).<\/p>\n<p>(Wery and Dilibero, 2016)<\/p>\n<p>Research does not suggest that <strong>specially-tailored fonts<\/strong> (such as\u00a0<a href=\"https:\/\/en.wikipedia.org\/wiki\/Dyslexie\">Dyslexie<\/a>\u00a0and\u00a0<a href=\"https:\/\/en.wikipedia.org\/wiki\/OpenDyslexic\">OpenDyslexic<\/a>) help with reading. Children with dyslexia read text set in regular fonts, such as Times New Roman and Arial, just as quickly, and they prefer regular fonts over specially tailored fonts.<\/p>\n<p>There is currently no evidence showing that <strong>music education<\/strong> significantly improves the reading skills of adolescents with dyslexia.<\/p>\n<p>(Wikipedia, n.d.\/Dyslexia)<\/p>\n<p>The dyslexia myth of <strong>\u201cbackwards reading<\/strong>\u201d persists as a remnant of the visually based theories about reading (see Lilienfeld et al., 2010 for a discussion). This myth has been resistant to change, likely due to the complexity of research on dyslexia, coupled with a lack of venues for disseminating increasingly complicated representations of science to the public. There is also the problem that some children with dyslexia do make letter reversals in their writing, which reinforces the notion of \u201cbackwards reading.\u201d However, letter reversals are developmentally common during early literacy acquisition in typically developing children as well (Vellutino, 1979), and such reversals early in literacy acquisition (i.e., kindergarten) are unrelated to later reading abilities (i.e., grades 2,3) (Treiman et al., 2014). Long-standing lines of research have shown that children with dyslexia do not show visual-spatial weaknesses with non-linguistic stimuli, such as geometric designs (Vellutino et al., 1975a) or letters in unfamiliar orthographies (i.e., Hebrew; Vellutino et al., 1975b). This pattern indicates that the linguistic features of letters and words contribute to reversal errors, rather than a general visual-spatial processing problem. The widespread misunderstanding regarding the causal role of letter reversals in dyslexia can be understood in the context of the common logical error of inferring causation from correlation. While children with dyslexia can reverse letters, and sometimes do so beyond developmentally typical windows, letter reversals are not a cause of their reading problems.<\/p>\n<p>(Anderson, Sarlo, Pearlstein, and McGrath, 2020)<\/p>\n<p>According to the American Academy of Pediatrics<strong>, vision problems<\/strong> do not cause dyslexia. \u201c<em>Scientific evidence does not support the efficacy of eye exercises, behavioral\/perceptual vision therapy, training glasses, or special tinted filters or lenses in improving the long-term educational performance in these complex pediatric neurocognitive conditions<\/em>.\u201d(pg. e849).\u00a0\u00a0 (Handler and Fierson, 2011)<\/p>\n<hr \/>\n<h3><strong>Assistive Technologies<\/strong><\/h3>\n<p>Technology has transformed the landscape of support available to individuals with dyslexia. Where reading and writing once presented seemingly insurmountable barriers, digital tools now offer pathways to access, independence, and success.<\/p>\n<p>These tools don&#8217;t compensate for dyslexia or diminish its challenges. Rather, they level the playing field, allowing individuals with dyslexia to demonstrate their knowledge, creativity, and intellect without being held back by the mechanical aspects of reading and writing. For students, this might mean the difference between struggling through a textbook and genuinely engaging with its ideas. For professionals, it can mean participating fully in their careers without exhausting workarounds.<\/p>\n<p>The key to effective use of assistive technology lies in finding the right combination of tools for each individual&#8217;s unique needs and learning style. What follows is an exploration of some of the most valuable assistive technologies available today. The key to success with these technologies is that schools must provide students with clear, explicit, and consistent instruction, practice, reinforcement, and feedback on how to use assistive technology effectively, rather than expecting students to learn these tools independently.<\/p>\n<p>For dyslexia specifically, the assistive technologies most relevant are:<\/p>\n<ul>\n<li class=\"whitespace-normal break-words pl-2\">Text-to-speech software (helps with reading)<\/li>\n<li class=\"whitespace-normal break-words pl-2\">Speech-to-text tools (help with writing)<\/li>\n<li class=\"whitespace-normal break-words pl-2\">Audiobooks and digital reading tools<\/li>\n<li class=\"whitespace-normal break-words pl-2\">Word prediction and spelling support<\/li>\n<li class=\"whitespace-normal break-words pl-2\">Graphic organizers<\/li>\n<\/ul>\n<p>Accessible publishing\u00a0works to make reading easier for all who struggle with the standard one-size-fits-all method of book publishing. Accessible publishing works with publishers and\u00a0<a href=\"https:\/\/en.wikipedia.org\/wiki\/Print_on_Demand\">Print on Demand<\/a> technology, which allows the reader to choose how the books will be published. Available format variations include selecting the font size (from 11-point to 28-point), whether the font is bold, italic, or regular, and choosing the line spacing.\u00a0 Accessible publishers, such as ReadHowYouWant, also work to make books available in <a href=\"https:\/\/en.wikipedia.org\/wiki\/Braille\">Braille<\/a>,\u00a0<a href=\"https:\/\/en.wikipedia.org\/wiki\/E-books\">e-books<\/a>,\u00a0<a href=\"https:\/\/en.wikipedia.org\/wiki\/Audiobook\">audiobooks<\/a>,\u00a0and\u00a0<a href=\"https:\/\/en.wikipedia.org\/wiki\/Digital_accessible_information_system\">DAISY<\/a>.<\/p>\n<p>New formats, such as streamlined text, have been developed that help dyslexic people track (move from one line to the next) more fluently\u2014these work by adding &#8216;sign-posts&#8217; to the text to show where to go next.<\/p>\n<p>Teachers are also using <strong>audiobooks<\/strong> to teach textbooks in an engaging way for those with dyslexia. In the United States, the nonprofit <strong>Learning Ally<\/strong> offers the world&#8217;s largest library of human-narrated audiobooks, and a second organization, <strong>Bookshare<\/strong>, provides a wide selection of synthetic-read audiobooks. These audiobooks work well for individuals with word-reading accuracy and fluency difficulties (e.g., dyslexics).<\/p>\n<p>Frequency Modulating<strong> (FM systems<\/strong>) show promise as one component of support for students with dyslexia, with research indicating they may enhance auditory processing abilities that support reading development. FM systems were originally designed to improve signal-to-noise ratio in classrooms\u2014they help students hear the teacher&#8217;s voice more clearly by reducing background noise and distance effects. For students with dyslexia who may have subtle differences in auditory processing, clearer auditory input appears to support the development of more stable neural responses to speech sounds. Dyslexia\u00a0is complex and typically requires comprehensive intervention, including explicit phonics instruction, reading practice, and other evidence-based approaches. The FM system appears to be a potentially helpful tool within a broader support framework rather than a complete solution on its own.<\/p>\n<p>Research these other examples of assitive technologies to support students with dyslexia.<\/p>\n<ul>\n<li>Smartpens: Pens (like Livescribe) that record audio while you take handwritten notes. If a student misses a detail, they can tap their written note later to hear precisely what the teacher said at that moment.<\/li>\n<li>Visual Timers: Instead of a digital countdown, these show a disappearing red disk to help users &#8220;see&#8221; time passing.<\/li>\n<li>Large-Key or High-Contrast Keyboards: Simplify visual letter search, which can be helpful for students who struggle with letter recognition.<\/li>\n<li>Reading Strips &amp; Screen Masks: Physical or digital &#8220;rulers&#8221; that block out all but one or two lines of text. This helps students stay on the correct line and prevents the &#8220;swimming&#8221; sensation some experience with dense blocks of text.<\/li>\n<li>Audio-Based Note-Taking: Apps like Otter.ai and AudioNote let students record a lecture while taking minimal notes; the app then creates a searchable transcript linked to the recording.<\/li>\n<\/ul>\n<p><strong>As future educators, you have the power to transform students&#8217; learning experiences\u2014and familiarizing yourself with these assistive technologies is an essential part of that journey.<\/strong> Don&#8217;t wait until you have your own classroom to start exploring these tools. Take time now during your field placements and student teaching to ask cooperating teachers and special education staff about the assistive technologies available in their schools, observe how students use them, and even try them out yourself. Understanding how text-to-speech, graphic organizers, audiobooks, and other ATs work will make you a more confident, prepared, and responsive teacher from day one. Remember, for students with dyslexia, these technologies aren&#8217;t extras or accommodations that lower expectations\u2014they&#8217;re equalizers that allow brilliant minds to access content, demonstrate knowledge, and reach their full potential. By becoming knowledgeable about assistive technologies now, you&#8217;re building a foundation for creating truly inclusive classrooms where every learner can thrive. The students who will one day sit in your classroom are counting on educators who understand that different doesn&#8217;t mean less capable\u2014it just means learning differently.<\/p>\n<div class=\"textbox shaded\">\n<p>More AT for Dyslexia Resources:<\/p>\n<p><em>Young, G., &amp; MacCormack, J. (2018, May 4). Assistive Technology for Students with Learning Disabilities.\u00a0<\/em>LD @school. <a href=\"https:\/\/www.ldatschool.ca\/assistive-technolog\" target=\"_blank\" rel=\"noopener\">https:\/\/www.ldatschool.ca\/assistive-technology<\/a>\u00a0 (These ATs will be appropriate across all 3 of the main SLDs)<\/p>\n<p>The Yale Center for Dyslexia and Creativity, <a href=\"https:\/\/dyslexia.yale.edu\/resources\/tools-technology\/tech-tips\/\" target=\"_blank\" rel=\"noopener\">Tech Tips, https:\/\/dyslexia.yale.edu\/resources\/tools-technology\/tech-tips\/\u00a0<\/a><\/p>\n<\/div>\n<hr \/>\n<p>Note: In much of the research, you will see the terms &#8220;dyslexic&#8221; and &#8220;dyslexic children&#8221;. This is not the people first language we strive for in special education.<\/p>\n<p>When looking for assistive technology, note the date of the information. A lot of the information on the internet is dated.\u00a0 For example<\/p>\n<ul>\n<li>tape recorders- audio recorder<\/li>\n<li>books on tape- audiobooks<\/li>\n<li>portable word processors- tablet\/Chromebook<\/li>\n<\/ul>\n<p>(Lombardi, 2022)<\/p>\n<hr \/>\n<p>From a UK\/ Scottish Students Perspective- This is What Dyslexia is Really Like| BBC The Social<\/p>\n<p><iframe loading=\"lazy\" id=\"oembed-1\" title=\"This Is What Dyslexia Is Really Like | BBC The Social\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/mpqluwIstjM?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<p>[BBC Scotland], (Nov. 5, 2020). This is What Dyslexia is Really Like| BBC The Social<\/p>\n<p>from https:\/\/youtu.be\/mpqluwIstjM<\/p>\n<hr \/>\n<h3>Supplementary Resources<\/h3>\n<p>International Dyslexia Association (2020). Dyslexia Assessment: What Is It and How Can It Help? from <a href=\"https:\/\/dyslexiaida.org\/dyslexia-assessment-what-is-it-and-how-can-it-help-2\/\" target=\"_blank\" rel=\"noopener\">https:\/\/dyslexiaida.org\/dyslexia-assessment-what-is-it-and-how-can-it-help-2\/<\/a><\/p>\n<p><a href=\"https:\/\/www.education.nh.gov\/who-we-are\/division-of-learner-support\/bureau-of-instructional-support\/screening-and-intervention-dyslexia\" target=\"_blank\" rel=\"noopener\">A Resource Guide for Dyslexia and Other Related Disorders<\/a> from the New Hampshire Department of Education.<\/p>\n<hr \/>\n<h3>References<\/h3>\n<p>Anderson A, Sarlo GL, Pearlstein H and McGrath LM (2020) A Review of Online Dyslexia Learning Modules.\u00a0Front. Educ.\u00a05:118. doi: 10.3389\/feduc.2020.00118. \u00a0<a href=\"https:\/\/www.frontiersin.org\/articles\/10.3389\/feduc.2020.00118\/full\">https:\/\/www.frontiersin.org\/articles\/10.3389\/feduc.2020.00118\/full<\/a> This is an open-access article distributed under the terms of the\u00a0<a href=\"http:\/\/creativecommons.org\/licenses\/by\/4.0\/\" target=\"_blank\" rel=\"noopener\">Creative Commons Attribution License (CC BY)<\/a>.<\/p>\n<p>[BBC Scottland], (Nov. 5, 2020). his is What Dyslexia is Really Like| BBC The Social [videl file}from https:\/\/youtu.be\/mpqluwIstjM<\/p>\n<p>Chapleau, N., Beaupr\u00e9-Boivin, K., Interventions to Support the Development of Spelling Knowledge and Strategies for Children with Dyslexia,\u00a0<em>Education<\/em>, Vol. 9 No. 1, 2019, pp. 1-8. doi: 10.5923\/j.edu.20190901.01. This work is licensed under the Creative Commons Attribution International License (CC BY).<br \/>\n<a href=\"http:\/\/creativecommons.org\/licenses\/by\/4.0\/\">http:\/\/creativecommons.org\/licenses\/by\/4.0\/<\/a><\/p>\n<p>Hammill, D.D., Allen, E.A. A Revised Discrepancy Method for Identifying Dyslexia.\u00a0J Pediatr Neuropsychol\u00a06,\u00a027\u201343 (2020). https:\/\/doi.org\/10.1007\/s40817-020-00079-2\u00a0 <a href=\"https:\/\/link.springer.com\/article\/10.1007\/s40817-020-00079-2#citeas\">https:\/\/link.springer.com\/article\/10.1007\/s40817-020-00079-2#citeas<\/a> This article is licensed under a Creative Commons Attribution 4.0 International License<\/p>\n<p>Handler, S.M., MD, Fierson, W.M.,MD; <a href=\"http:\/\/pediatrics.aappublications.org\/content\/127\/3\/e818\">Learning Disabilities, Dyslexia, and Vision<\/a> from the American Academy of Pediatrics Joint Technical Report (Pediatrics, March 2011, Vol. 127, Issue 3) pgs. 818-849<\/p>\n<p>Wery, J.J., Diliberto, J.A. The effect of a specialized dyslexia font, OpenDyslexic, on reading rate and accuracy.\u00a0Ann. of Dyslexia\u00a067,\u00a0114\u2013127 (2017). <a href=\"https:\/\/doi.org\/10.1007\/s11881-016-0127-1\">https:\/\/doi.org\/10.1007\/s11881-016-0127-1<\/a>This is an open access article distributed under the terms of the\u00a0<a href=\"https:\/\/creativecommons.org\/licenses\/\" target=\"_blank\" rel=\"noopener\">Creative Commons CC BY<\/a>\u00a0license<\/p>\n<p>Wikipedia, (n.d.) Dyslexia From <a href=\"https:\/\/en.wikipedia.org\/wiki\/Dyslexia\">https:\/\/en.wikipedia.org\/wiki\/Dyslexia<\/a><\/p>\n<p>Wikipedia, (n.d.) Characteristics of dyslexia. From <a href=\"https:\/\/en.wikipedia.org\/wiki\/Characteristics_of_dyslexia\">https:\/\/en.wikipedia.org\/wiki\/Characteristics_of_dyslexia<\/a><\/p>\n<p>Wikipedia, (n.d.) Management of Dyslexia From <a href=\"https:\/\/en.wikipedia.org\/wiki\/Management_of_dyslexia\">https:\/\/en.wikipedia.org\/wiki\/Management_of_dyslexia<\/a><\/p>\n<hr \/>\n<p>Updated 1\/3\/2025<\/p>\n","protected":false},"author":11,"menu_order":11,"template":"","meta":{"pb_show_title":"","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[49],"contributor":[],"license":[],"class_list":["post-50","chapter","type-chapter","status-publish","hentry","chapter-type-numberless"],"part":21,"_links":{"self":[{"href":"https:\/\/pressbooks.usnh.edu\/understandingandsupportinglearnerswithdisabilities\/wp-json\/pressbooks\/v2\/chapters\/50","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.usnh.edu\/understandingandsupportinglearnerswithdisabilities\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.usnh.edu\/understandingandsupportinglearnerswithdisabilities\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.usnh.edu\/understandingandsupportinglearnerswithdisabilities\/wp-json\/wp\/v2\/users\/11"}],"version-history":[{"count":22,"href":"https:\/\/pressbooks.usnh.edu\/understandingandsupportinglearnerswithdisabilities\/wp-json\/pressbooks\/v2\/chapters\/50\/revisions"}],"predecessor-version":[{"id":349,"href":"https:\/\/pressbooks.usnh.edu\/understandingandsupportinglearnerswithdisabilities\/wp-json\/pressbooks\/v2\/chapters\/50\/revisions\/349"}],"part":[{"href":"https:\/\/pressbooks.usnh.edu\/understandingandsupportinglearnerswithdisabilities\/wp-json\/pressbooks\/v2\/parts\/21"}],"metadata":[{"href":"https:\/\/pressbooks.usnh.edu\/understandingandsupportinglearnerswithdisabilities\/wp-json\/pressbooks\/v2\/chapters\/50\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.usnh.edu\/understandingandsupportinglearnerswithdisabilities\/wp-json\/wp\/v2\/media?parent=50"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.usnh.edu\/understandingandsupportinglearnerswithdisabilities\/wp-json\/pressbooks\/v2\/chapter-type?post=50"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.usnh.edu\/understandingandsupportinglearnerswithdisabilities\/wp-json\/wp\/v2\/contributor?post=50"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.usnh.edu\/understandingandsupportinglearnerswithdisabilities\/wp-json\/wp\/v2\/license?post=50"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}