top of page

Understanding and Evaluating Dyslexia

Updated: Jul 5

Dyslexia affects language processing, particularly in the areas of reading, spelling, and writing. Although dyslexia is somewhat common, it often goes undiagnosed or misinterpreted, leading to challenges in academic and professional settings. Here is a look at the focal points of dyslexia to include recognizing signs and symptoms, examining assessment methods, and exploring intervention options.

Recognizing Signs and Symptoms:

Dyslexia manifests differently in individuals, and its symptoms can vary in severity. Recognizing the signs early on is crucial for timely intervention. Some common signs of dyslexia include:

  • Difficulty with phonological awareness: Struggles with recognizing and manipulating sounds in spoken language

  • Challenges in associating letters with their corresponding sounds.

  • Reading below the expected level for age and grade.

  • Difficulty in decoding unfamiliar words.

  • Frequent spelling errors, even with common words.

  • Inconsistent spelling patterns.

  • Poor handwriting and trouble organizing thoughts on paper.

  • Limited ability to express ideas coherently in writing.

  • Difficulty in remembering sequences, such as the alphabet or days of the week.

  • Challenges in remembering and recalling information.

The Evaluation Process

Diagnosing dyslexia involves a comprehensive evaluation conducted by qualified professionals, such as educational psychologists, neuropsychologists, speech language pathologists and specialized educators. Many standardized assessments used to diagnose dyslexia require at least a master's degree which includes college-level coursework in the area of diagnostics. It's prudent for parents to inquire about the evaluator's credentials, specifically focusing on their specialized coursework and training related to the area of dyslexia. Possessing a degree in one of the aforementioned fields does not necessarily equate to being highly qualified in the area of dyslexia and diagnostics. A dyslexia evaluation typically includes the following components:

  • Measurement of cognitive abilities, including working memory, processing speed, and verbal and nonverbal reasoning.

  • Evaluation of reading, spelling, fluency, comprehension and writing skills to identify specific areas of difficulty.

  • Examination of language skills, to include receptive and expressive language, to understand how language is processed.

  • Tests for phonological processing

  • Measurement of executive function.

  • Gathering information from teachers, parents, and other professionals to gain insights into daily challenges and behaviors.

  • Tests and rating scales that exclude other factors or diagnoses.

  • Tests for hearing and vision to ensure they are not contributing factors to the difficulties observed.

Interventions and Support

Once dyslexia is identified, appropriate interventions can significantly improve academic outcomes and overall well-being. Some effective strategies and interventions include:

  • Systematic and explicit teaching of phonics, phonemic awareness, and decoding skills.

  • Incorporating multiple senses (visual, auditory, kinesthetic) into learning activities to enhance understanding.

  • Developing personalized plans that address the specific needs of the individual.

  • Using tools such as audiobooks, speech-to-text software, or electronic reading devices to support learning.

  • Providing counseling or support groups to address the emotional impact of dyslexia and promote self-esteem.

Understanding and evaluating dyslexia is a critical step towards providing individuals with the support they need to thrive academically and personally. By recognizing the signs, conducting thorough assessments, and implementing targeted interventions, we can create an environment that empowers individuals with dyslexia to reach their full potential. It's essential to foster awareness and advocate for a supportive educational system that accommodates various learning profiles, ensuring that no one is left behind due to challenges associated with dyslexia.



bottom of page