Dyslexia

The International Dyslexia Association (2002) 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." 

It is a lifelong condition, but effective interventions reduce the impact of reading struggles.

Dyslexia is the most commonly diagnosed reading disability, with severity ranging from mild to profound. Dyslexia affects up to 20% of the population.

MRI imaging has confirmed that dyslexic students use different brain pathways to read than typical readers. "Dyslexic readers show a fault in the system—inefficient functioning of neural pathways in the back of the brain" (Shaywitz & Shaywitz, 2020, p. 78). Neurobiological research shows that intensive, phonologically-based reading intervention can change brain activation patterns and improve reading (Kearns et al., 2018). While dyslexia can cause reading challenges, dyslexics often have great artistic, mechanical, visual-spatial, and/or creative problem-solving abilities.

Structured Literacy (aka Orton-Gillingham) is a proven, phonologically-based instructional approach that effectively strengthens reading skills. This approach uses all of the learning pathways in the brain (visual, auditory, kinesthetic, tactile). Structured Literacy instruction is systematic, cumulative, explicit, and sequential, enhancing memory and learning. The five core components of reading are emphasized. These include phonemic awareness, phonics, fluency, vocabulary, and comprehension.

References:

Kearns, D. M., Hancock, R., Hoeft, F., Pugh, K. R., & Frost, S. J. (2018). The Neurobiology    of Dyslexia. TEACHING Exceptional Children, 51(3), 175-188. 

Shaywitz, S., & Shaywitz, J. (2020). Overcoming Dyslexia. New York, NY: Vintage Books.