Dyslexia

The International Dyslexia Association (2025) defines dyslexia as "a specific learning disability characterized by difficulties in word reading and/or spelling that involve accuracy, speed, or both and vary depending on the orthography. These difficulties occur along a continuum of severity and persist even with instruction that is effective for the individual’s peers. The causes of dyslexia are complex and involve combinations of genetic, neurobiological, and environmental influences that interact throughout development. Underlying difficulties with phonological and morphological processing are common but not universal, and early oral language weaknesses often foreshadow literacy challenges. Secondary consequences include reading comprehension problems and reduced reading and writing experience that can impede growth in language, knowledge, written expression, and overall academic achievement. Psychological well-being and employment opportunities also may be affected. Although identification and targeted instruction are important at any age, language and literacy support before and during the early years of education is particularly effective.” 

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.