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Reading (Part 2)

Problems with reading comprehension, while still common in dyslexia, are not quite as common as problems with decoding, word recognition, or fluency. The most characteristically “dyslexic” source of difficulty with reading comprehension would come from having so much trouble identifying the words in a passage that the meaning of the passage becomes jumbled. But comprehension […]

Reading (Part 1)

Dyslexia is usually defined as a disorder of reading; but not all problems with reading are due to dyslexia, and most people with dyslexia don’t struggle with all aspects of reading. The most common and characteristic dyslexia-associated reading problem is learning to decode words quickly and accurately. Difficulty recognizing words that have often been encountered […]

Basic Skills (Part 2)

When thinking about the problems with basic academic skills that people with dyslexia often have, it’s important to recognize that these problems usually don’t stop at the arbitrary boundaries of “reading and spelling” that the diagnosis of dyslexia implies. Many dyslexic people find various “basic skills” aspects of writing difficult, including handwriting, punctuation, capitalization, and […]

Mastery (Part 1)

Many people mistakenly believe that a dyslexic person is someone who can’t read at all, or can’t be taught to decode even a little. Sometimes we’ll hear from teachers: “I’ve been teaching for 30 years and I’ve never seen a student who was dyslexic”. In reality, they’ve almost certainly had several dyslexic students in their […]

Automatic (Part 2)

Individuals with dyslexia often show difficulties mastering automatic skills. For some, these problems affect only language-based learning, which includes most of the familiar basic academic skills, like decoding, spelling, math facts memorization, and written mechanics like punctuation and capitalization. For others, motor-skills can be involved, and these students can struggle with primarily fine motor skills […]

Automatic (Part 1)

A task is “automatic” when you can do it without conscious effort. For reading, the ability to automatically recognize or decode words allows you to identify the words quickly and effortlessly, so you’ll have enough conscious processing space (or working memory) left over to comprehend and think about what you’re reading.   Automaticity is built […]

Fluent (Part 2)

To accurately assess passage-level reading fluency, students must be tested on passages of several degrees of difficulty; otherwise we’ll miss important reading challenges. Many verbally talented students with dyslexia won’t show problems reading passages on familiar topics with familiar words; but they’ll struggle to read texts with advanced or unfamiliar material–including foreign languages. That’s why […]

Fluent (Part 1)

In the context of reading, the term fluency means the ability to read accurately and quickly. Reading at a certain speed is necessary to grasp the meaning of a text. It’s like riding a bicycle: you have to reach a certain speed to make it work. Don’t ignore fluency. Decoding and fluency are both are […]

20% (Part 2)

As we mentioned in the last video, many non-dyslexic children will learn to read better if they are taught using the dyslexia-friendly approach of phonics instruction. But dyslexia-friendly instruction techniques can benefit most non-dyslexic children not just in the area of reading, but in other areas as well; like learning by doing or experiencing rather […]

20% (Part 1)

When we try to figure out how many people are actually dyslexic, it’s important to recognize that dyslexia isn’t just a matter of “yes or no”, but of “more or less”, and of “what kind”. As we’ve discussed, people with dyslexia show a range of findings, and the number of people who receive formal diagnoses […]