Dyslexia

Modern technology, like functional MRI (fMRI), has helped researchers understand dyslexia better. Brain scans show that people with dyslexia have fewer activations in the temporal and occipital brain regions (important for recognizing words) and more in the frontal region, meaning they struggle to identify letters and sounds. This makes reading slower and more effortful compared to typical readers, who process words automatically and focus more on comprehension.

One common symptom of dyslexia is slow decoding. Denckla and Rudel (1976) studied how quickly students named letters, numbers, colors, and objects. They found that students with dyslexia had difficulties with rapid and automatic naming, leading to the concept of Rapid Automatized Naming (RAN). Later research, including Wolf and Bowers' (1999) "double deficit hypothesis," linked dyslexia to both phonological deficits and naming speed issues.

Further studies confirmed that RAN is a key predictor of reading ability. Schatschneider et al. (2004) analyzed decades of research and found that letter names, letter sounds, naming speed (RAN), and phonological awareness were strong indicators of future reading success. Araujo et al. (2014) determined that letter naming was the best predictor among different RAN tests.

Research also suggests that dyslexia runs in families (Carroll et al., 2014; Giménez et al., 2017). Identifying at-risk children early and providing structured reading instruction can help them become successful readers (Snowling et al., 2007; Hulme et al., 2015). Because of this, laws now require dyslexia screening in most U.S. elementary schools—48 states have dyslexia-related statutes, and 37 mandate screening (National Center on Improving Literacy, n.d.).

Early dyslexia screening is crucial because identifying reading difficulties early makes intervention more effective. The right instruction can help students with dyslexia become strong readers. Screenings are quick (about 4-5 minutes per student) and can be done by teachers, literacy specialists, special educators, or school psychologists.

Research shows that the best predictors of future reading success include letter names, letter sounds, rapid naming, and phonological awareness. Screening in the early primary grades helps teachers identify students’ learning needs. Common screening tasks include:

• Blending and segmenting words (phonemic awareness)
• Naming letters (rapid automatized naming)
• Reading made-up words (phonics skills)
• Reading short passages (starting in first grade)

The types of mistakes a student makes can indicate dyslexia. If a student struggles with basic reading tasks, additional screening of letter sounds, and word segmenting can help determine the issue. If screening suggests possible dyslexia, the school may conduct further evaluations or start reading intervention immediately, as these strategies benefit all struggling readers.

If reading difficulties persist, a student may be referred for a full special education evaluation, which is more detailed than a screening. This comprehensive assessment, conducted by a team of specialists, determines eligibility for special education services and helps identify the best support strategies.

If a student’s screening and intervention results suggest dyslexia, a diagnostic evaluation can confirm the findings, rule out other causes, and recommend effective teaching strategies. Psychologists conduct these evaluations, either privately (paid by the family) or through the school.

School-based evaluations determine if a student qualifies for special education. Dyslexia itself does not guarantee special education services. Instead, the team assesses how it impacts school performance and whether specialized instruction is necessary. Dyslexia falls under the category of a specific learning disability for special education services.

For details on evaluation and eligibility, contact your school district’s special education director.

Early identification of dyslexia leads to more effective treatment. Research shows that the best reading instruction helps not only children with dyslexia but also those with other reading difficulties and even typical readers. Studies on dyslexia treatments date back over 100 years, with Dr. Samuel T. Orton playing a key role in raising awareness and developing teaching methods.

Effective dyslexia instruction is direct and systematic, covering:

• Phonemic awareness
• Phonics
• Fluency
• Vocabulary
• Comprehension
• Spelling

One well-known approach is the Orton-Gillingham method, which uses individualized lessons, teaches letter sounds, and provides extensive practice. Modern versions, like the Wilson Reading System, build on this method. Other programs focus on single skills, like phonics or fluency, but are less effective than comprehensive instruction.

The amount of specialized instruction needed varies.  Research shows that earlier intervention leads to better results and lowers long-term costs for schools and communities. This highlights the importance of early dyslexia screening and school-based treatment programs.

Source: National Center on Improving Literacy