Materiały źródłowe

• #1 Suspect Dyslexia? Act Early – Yale Dyslexia

  http://dyslexia.yale.edu/resources/parents/what-parents-can-do/suspect-dyslexia-act-early/

  The five-year-old who cant quite learn her letters becomes the six-year-old who cant match sounds to letters. By age 11 she is the child who would rather hide in the school bathroom than read out loud in class. At 18, her excruciatingly slow reading makes it nearly impossible to finish important tests in the allotted timepotentially hurting her college and career prospects. […] But with early intervention this scenario doesnt need to happen. […] While no one wants to be an alarmist, its important to be alert to your childs struggles and not to delay voicing concerns to your childs pediatrician and/or teacher. As Dr. Sally Shaywitz states in Overcoming Dyslexia, The human brain is resilient, but there is no question that early intervention and treatment bring about more positive change at a faster pace than an intervention provided to an older child. The sooner a diagnosis is made, the quicker your child can get help, and the more likely you are to prevent secondary blows to her self-esteem.

• #2 Vestavia Hills City Schools – Dyslexia Information

  https://www.vhcs.us/93003_2

  Dyslexia is a specific learning challenge that is neurological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge (Alabama Administrative Code 2903120). […] According to the Alabama Literacy Act, students in grades K-3 in Alabama schools will be given a universal screener that has been recommended by the Alabama Literacy Task Force. The results of universal screenings will be used to determine students need for intervention, additional assessment, and screenings for characteristics of dyslexia. Additionally, an assessment for characteristics of dyslexia will be provided for students upon parental or teacher request.

• #3 Dyslexia | Virginia Department of Education

  https://www.doe.virginia.gov/programs-services/special-education/specific-disabilities/learning-disability/dyslexia

  Dyslexia is distinguished from other learning disabilities due to its weakness occurring at the phonological level. Dyslexia is 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. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge. […] Dyslexia Awareness Training– Effective July 1, 2017, every person seeking initial licensure or renewal of a license shall complete awareness training, provided by VDOE, on the indicators of dyslexia, as that term is defined by the board pursuant to regulations, and the evidence-based interventions and accommodations for dyslexia.

• #4 PsyArXiv Preprints | Dyslexia: An ounce of prevention is better than a pound of diagnosis and treatment

  https://osf.io/nvgje/

  Dyslexia is a significant developmental disorder that is associated with a host of negative consequences. […] By this time, reading problems and other negative consequences are well underway. In this paper, we argue for an alternative, prevention-based approach that focuses on the early identification of children at risk for dyslexia and the provision of instruction/intervention that is matched to their needs. […] Tags dyslexia; prevention; early intervention

• #5 Dyslexia Treatment Coming Soon – Infinity Kids Pediatric Therapy

  https://infinitykids.com/dyslexia-treatment-coming-soon/

  Identifying who is at RISK for reading struggles in Kindergarten/1st grade helps both families and teachers achieve the best learning and life outcomes for all students. […] To avoid damage to self-concept as a learner and a person it is important to detect dyslexia early. Data confirms that Dyslexia is positively associated with stress, anxiety and depression in children.

• #6 The Prevention, Diagnosis, and Treatment of Dyslexia (15.10.2010)

  https://swww.aerzteblatt.de/archiv/78743/The-Prevention-Diagnosis-and-Treatment-of-Dyslexia

  40% to 60% of dyslexic children have psychological manifestations, including anxiety, depression, and attention deficit. […] Evaluated preventive strategies are available for use in kindergarten and at home. […] Nonetheless, evaluated prevention programs are available in kindergarten that have been found to promote children’s ability to acquire reading and spelling skills in school. […] Because of the often chronic progression of the disorder, together with substantial psychosocial limitations and psychological stress, preventing reading and spelling difficulties is very important. As primary prevention, schemes which build on preschool support for linguistic abilities have been developed. […] The programs preventive effect for written language development has been confirmed in long-term studies. This early support also reduces the risk for children who are at risk of dyslexia.

• #7 Dyslexia

  https://education.mn.gov/MDE/dse/READ/Dyslexia/

  Early identification of students with characteristics of dyslexia allows teachers to provide effective, evidence-based instruction to improve reading outcomes and prevent the secondary consequences of ongoing reading difficulties. […] Identifying student needs early allows schools to provide support before students fall behind. […] Identifying and addressing characteristics of dyslexia early helps to prevent or reduce the secondary academic and social-emotional consequences. […] School-based screening ensures that all students, regardless of background, receive the instruction and support they need to become proficient readers. […] The Minnesota READ Act legislation requires schools to screen and identify students with characteristics of dyslexia at all grade levels and to provide intervention until they demonstrate grade level reading proficiency.

• #8 Dyslexia: Symptoms, treatment, and types

  https://www.medicalnewstoday.com/articles/186787

  Dyslexia is a learning difficulty that impairs a persons ability to read and write. […] Receiving a diagnosis, guidance, and support from an early age can help reduce the impact of the condition. […] Throughout early 2018, 33 legislative bills relating to dyslexia were introduced in the United States. This reflects the fact that government organizations are recognizing the need for early intervention to support children with dyslexia. […] Receiving a dyslexia diagnosis may open the door to more support for the child or adolescent. […] An early diagnosis is more likely to lead to effective management. […] Managing dyslexia in children may involve: An evaluation of individual needs: This helps teachers develop a targeted program for the child. […] Receiving a diagnosis and support early in life can have long-term benefits.

• #9 The Importance of Early Detection of Dyslexia | UT Permian Basin Online

  https://online.utpb.edu/about-us/articles/education/the-importance-of-early-detection-of-dyslexia

  Dyslexia can have a profound impact on a students ability to read and write. […] The importance of early detection of learning disabilities like dyslexia cant be overstated. […] A recent study published by the Journal of Educational Psychology found that students at risk for reading disabilities who received intervention in the first and second grade made gains nearly twice that of children who didnt receive intervention until the third grade. […] Without aggressive, early intervention, children with dyslexia may be unable to overcome significant and persistent achievement gaps. […] If the persistent achievement gap between dyslexic and typical readers is to be narrowed, or even closed, reading interventions must be implemented early, when children are still developing the basic foundation for reading acquisition.

• #10 Suspect Dyslexia? Act Early – Yale Dyslexia

  http://dyslexia.yale.edu/resources/parents/what-parents-can-do/suspect-dyslexia-act-early/

  The five-year-old who cant quite learn her letters becomes the six-year-old who cant match sounds to letters. By age 11 she is the child who would rather hide in the school bathroom than read out loud in class. At 18, her excruciatingly slow reading makes it nearly impossible to finish important tests in the allotted timepotentially hurting her college and career prospects. […] But with early intervention this scenario doesnt need to happen. […] While no one wants to be an alarmist, its important to be alert to your childs struggles and not to delay voicing concerns to your childs pediatrician and/or teacher. As Dr. Sally Shaywitz states in Overcoming Dyslexia, The human brain is resilient, but there is no question that early intervention and treatment bring about more positive change at a faster pace than an intervention provided to an older child. The sooner a diagnosis is made, the quicker your child can get help, and the more likely you are to prevent secondary blows to her self-esteem.

• #11 Dyslexia – Diagnosis and treatment – Mayo Clinic

  https://www.mayoclinic.org/diseases-conditions/dyslexia/diagnosis-treatment/drc-20353557

  Children with dyslexia who get extra help in kindergarten or first grade often improve their reading skills enough to succeed in grade school and high school. […] If you suspect that your child has dyslexia, talk to your child’s health care provider. Early intervention can improve success. […] Academic problems don’t necessarily mean a person with dyslexia can’t succeed. Capable students with dyslexia can be highly successful given the right resources.

• #12

  https://www.voyagersopris.com/blog/edview360/the-power-of-prevention

  With a nod to Benjamin Franklin, let me begin by saying that an ounce of good, quality instruction to prevent reading difficulties is worth a pound of reading remediation. […] In fact, there is evidence that the risk for reading disabilities such as dyslexia may be prevented or at least reduced through early identification and instruction on the critical early literacy and reading skills. […] The bottom line is that a system of periodic and ongoing assessment is critical to a preventive approach. […] A large body of scientific evidence during the past 30 years points to what is possible to prevent or greatly reduce reading difficulties.

• #13 Dyslexia: A Brief for Educators, Parents, and Legislators – State Education Resource Center

  https://ctserc.org/component/k2/item/214-dyslexia-a-brief-for-educators-parents-and-legislators

  The purpose of this technical assistance paper is to briefly describe what is currently known about dyslexia, focusing particularly on methods of early identification, prevention, and remedial instruction. […] We also understand many of the instructional conditions that must be in place to prevent the emergence of the early word-level reading difficulties that are characteristic of students with dyslexia. […] We clearly have enough knowledge about what works for these children to apply it on a large scale. The most pressing problems at present are related to the twin challenges of implementing high-quality initial reading instruction in every classroom and identifying the resources and personnel to provide intensive reading interventions for all students that need them in Florida schools.

• #14 The Prevention, Diagnosis, and Treatment of Dyslexia

  https://pmc.ncbi.nlm.nih.gov/articles/PMC2967798/

  Dyslexia is characterized by severe impairment of learning to read and spell. […] We discuss major aspects of the diagnosis, treatment, and prevention of dyslexia on the basis of a selective literature review and the guidelines of the German Society of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy. […] Evaluated preventive strategies are available for use in kindergarten and at home. […] Nonetheless, evaluated prevention programs are available in kindergarten that have been found to promote children’s ability to acquire reading and spelling skills in school. […] Because of the often chronic progression of the disorder, together with substantial psychosocial limitations and psychological stress, preventing reading and spelling difficulties is very important. […] As primary prevention, schemes which build on preschool support for linguistic abilities have been developed.

• #15 The Prevention, Diagnosis, and Treatment of Dyslexia (15.10.2010)

  https://swww.aerzteblatt.de/archiv/78743/The-Prevention-Diagnosis-and-Treatment-of-Dyslexia

  40% to 60% of dyslexic children have psychological manifestations, including anxiety, depression, and attention deficit. […] Evaluated preventive strategies are available for use in kindergarten and at home. […] Nonetheless, evaluated prevention programs are available in kindergarten that have been found to promote children’s ability to acquire reading and spelling skills in school. […] Because of the often chronic progression of the disorder, together with substantial psychosocial limitations and psychological stress, preventing reading and spelling difficulties is very important. As primary prevention, schemes which build on preschool support for linguistic abilities have been developed. […] The programs preventive effect for written language development has been confirmed in long-term studies. This early support also reduces the risk for children who are at risk of dyslexia.

• #16 The Prevention, Diagnosis, and Treatment of Dyslexia

  https://pmc.ncbi.nlm.nih.gov/articles/PMC2967798/

  The programs preventive effect for written language development has been confirmed in long-term studies. […] This early support also reduces the risk for children who are at risk of dyslexia. […] The Lets read! program links preschool language support with reading aloud together and encouraging knowledge of the alphabet. […] The efficacy of supporting phonological abilities and language skills by reading together was assessed in two evaluation studies which show that children’s language and sound recognition abilities are increased by the Lets read! program, and as a result the basis for learning to read and spell is improved.

• #17 The Prevention, Diagnosis, and Treatment of Dyslexia (15.10.2010)

  https://di.aerzteblatt.de/int/archive/article/78743

  The Lets read! program (Lass uns lesen!) links preschool language support with reading aloud together and encouraging knowledge of the alphabet. […] The efficacy of supporting phonological abilities and language skills by reading together was assessed in two evaluation studies which show that children’s language and sound recognition abilities are increased by the Lets read! program, and as a result the basis for learning to read and spell is improved.

• #18 Dyslexia—Early Identification and Prevention: Highlights from the Jyväskylä Longitudinal Study of Dyslexia

  https://pmc.ncbi.nlm.nih.gov/articles/PMC4624816/

  Over two decades of Finnish research, monitoring children born with risk for dyslexia has been carried out in the Jyvskyl Longitudinal Study of Dyslexia (JLD). […] The aims were to identify measures of prediction of later reading difficulty and to instigate appropriate and earliest diagnosis and intervention. […] The earliest easy-to-use predictive measure to identify children who need help to avoid difficulties in learning to read is letter knowledge. […] In response, a purpose-engineered computer game, GraphoGame, provides an effective intervention tool. […] Used extensively throughout Finland, GraphoGame is now crossing the developed and developing world to assist children, irrespective of the cause (environmental or genetic) of their failing to learn to read. […] The best early predictors of dyslexia in addition to familial incidence of dyslexia are a child’s phonological awareness, letter knowledge, and rapid naming.

• #19 Dyslexia—Early Identification and Prevention: Highlights from the Jyväskylä Longitudinal Study of Dyslexia

  https://pmc.ncbi.nlm.nih.gov/articles/PMC4624816/

  Over two decades of Finnish research, monitoring children born with risk for dyslexia has been carried out in the Jyvskyl Longitudinal Study of Dyslexia (JLD). […] The aims were to identify measures of prediction of later reading difficulty and to instigate appropriate and earliest diagnosis and intervention. […] The earliest easy-to-use predictive measure to identify children who need help to avoid difficulties in learning to read is letter knowledge. […] In response, a purpose-engineered computer game, GraphoGame, provides an effective intervention tool. […] Used extensively throughout Finland, GraphoGame is now crossing the developed and developing world to assist children, irrespective of the cause (environmental or genetic) of their failing to learn to read. […] The best early predictors of dyslexia in addition to familial incidence of dyslexia are a child’s phonological awareness, letter knowledge, and rapid naming.

• #20 Dyslexia—Early Identification and Prevention: Highlights from the Jyväskylä Longitudinal Study of Dyslexia

  https://pmc.ncbi.nlm.nih.gov/articles/PMC4624816/

  Over two decades of Finnish research, monitoring children born with risk for dyslexia has been carried out in the Jyvskyl Longitudinal Study of Dyslexia (JLD). […] The aims were to identify measures of prediction of later reading difficulty and to instigate appropriate and earliest diagnosis and intervention. […] The earliest easy-to-use predictive measure to identify children who need help to avoid difficulties in learning to read is letter knowledge. […] In response, a purpose-engineered computer game, GraphoGame, provides an effective intervention tool. […] Used extensively throughout Finland, GraphoGame is now crossing the developed and developing world to assist children, irrespective of the cause (environmental or genetic) of their failing to learn to read. […] The best early predictors of dyslexia in addition to familial incidence of dyslexia are a child’s phonological awareness, letter knowledge, and rapid naming.

• #21 Dyslexia—Early Identification and Prevention: Highlights from the Jyväskylä Longitudinal Study of Dyslexia

  https://pmc.ncbi.nlm.nih.gov/articles/PMC4624816/

  Probably the easiest, most readily available and literacy-relevant measure for identification of children who need help to avoid problems in reading acquisition is letter knowledge. […] A program of intervention, such as GG, can then be implemented. […] It is recommended that the children who are at risk of reading difficulty and who ultimately will require greater practice than their peers, start to train with GG just before the beginning of formal schooling. […] GGs capacity to support special teaching is demonstrated in that struggling first graders who were allowed to use GG as part of the remediation hours were able to catch up with their peers by third grade while those who participated in face-to-face remediation only, failed to do so. […] Our longitudinal research has demonstrated that there are numerous measures that can predict a child’s potential for later difficulty with literacy.

• #22

  https://link.springer.com/article/10.1007/s40474-015-0067-1

  Probably the easiest, most readily available and literacy-relevant measure for identification of children who need help to avoid problems in reading acquisition is letter knowledge. […] A program of intervention, such as GG, can then be implemented. […] It is recommended that the children who are at risk of reading difficulty and who ultimately will require greater practice than their peers, start to train with GG just before the beginning of formal schooling. […] GGs capacity to support special teaching is demonstrated in that struggling first graders who were allowed to use GG as part of the remediation hours were able to catch up with their peers by third grade while those who participated in face-to-face remediation only, failed to do so. […] The efficiency of GraphoGames facility to improve reading speed, the most common compromised aspect of reading acquisition among children reading in transparent writings, is documented here.

• #23 Towards the Prevention of Dyslexia

  https://dspace.mit.edu/handle/1721.1/30575

  Previous studies have shown that dyslexic individuals who supplement windowed reading practice with intensive small-scale hand-eye coordination tasks exhibit marked improvement in their reading skills. […] Our results suggest that daily hand-eye coordination activities significantly reduce the number of students at-risk. […] We believe that the effectiveness of these activities derives from their ability to prepare the students perceptually for reading.

• #24 Pre-school Age Exercises Can Prevent Dyslexia, New Research Shows | ScienceDaily

  https://www.sciencedaily.com/releases/2008/08/080821110412.htm

  Atypical characteristics of childrens linguistic development are early signs of the risk of developing reading and writing disabilities, or dyslexia. New research points to preventive exercises as an effective means to tackle the challenges children face when learning to read. […] The difficulties children experience when learning to read can be significantly reduced through training and in a way that children find amusing, even if they do have difficulties in learning to read, Lyytinen points out. […] The best time to start these exercises is the latter part of the pre-school age, but its not too late even after the children have started school.

• #25 Pre-school Age Exercises Can Prevent Dyslexia, New Research Shows | ScienceDaily

  https://www.sciencedaily.com/releases/2008/08/080821110412.htm

  Atypical characteristics of childrens linguistic development are early signs of the risk of developing reading and writing disabilities, or dyslexia. New research points to preventive exercises as an effective means to tackle the challenges children face when learning to read. […] The difficulties children experience when learning to read can be significantly reduced through training and in a way that children find amusing, even if they do have difficulties in learning to read, Lyytinen points out. […] The best time to start these exercises is the latter part of the pre-school age, but its not too late even after the children have started school.

• #26 Dyslexia – Diagnosis and treatment – Mayo Clinic

  https://www.mayoclinic.org/diseases-conditions/dyslexia/diagnosis-treatment/drc-20353557

  There’s no known way to correct the underlying brain differences that cause dyslexia. However, early detection and evaluation to determine specific needs and appropriate treatment can improve success. In many cases, treatment can help children become competent readers. […] Dyslexia is treated using specific educational approaches and techniques, and the sooner the intervention begins, the better. Evaluations of your child’s reading skills, other academic skills and mental health will help your child’s teachers develop an individual teaching program. […] If available, tutoring sessions with a reading specialist can be helpful for many children with dyslexia. If your child has a severe reading disability, tutoring may need to occur more frequently, and progress may be slower. […] In the United States, schools have a legal obligation to take steps to help children diagnosed with dyslexia with their learning problems. Talk to your child’s teacher about setting up a meeting to create a structured, written plan that outlines your child’s needs and how the school will help your child succeed. This is called an Individualized Education Plan (IEP).

• #27 Treatment for kids with dyslexia

  https://www.understood.org/en/articles/treatment-for-kids-with-dyslexia

  Dyslexia is an issue with language. There are no medications for dyslexia. (Its also important to know that vision therapy has not been shown to effectively treat dyslexia.) […] Kids with dyslexia need specific and direct instruction in reading. A number of reading programs are designed to help kids with dyslexia. And many are based on an approach called OrtonGillingham (OG). […] The formal name for this type of instruction is multisensory structured language education (MSLE). Multisensory teaching uses sight, sound, movement, and touch to help kids connect language to words. Experts often consider it the gold standard for teaching kids with dyslexia to read. […] Specialized instruction isnt the only way schools help kids with dyslexia. If your child has an IEP or a 504 plan, the school might provide accommodations, like extra time on tests or copies of teachers notes.

• #28 Treatment for kids with dyslexia

  https://www.understood.org/en/articles/treatment-for-kids-with-dyslexia

  Dyslexia is an issue with language. There are no medications for dyslexia. (Its also important to know that vision therapy has not been shown to effectively treat dyslexia.) […] Kids with dyslexia need specific and direct instruction in reading. A number of reading programs are designed to help kids with dyslexia. And many are based on an approach called OrtonGillingham (OG). […] The formal name for this type of instruction is multisensory structured language education (MSLE). Multisensory teaching uses sight, sound, movement, and touch to help kids connect language to words. Experts often consider it the gold standard for teaching kids with dyslexia to read. […] Specialized instruction isnt the only way schools help kids with dyslexia. If your child has an IEP or a 504 plan, the school might provide accommodations, like extra time on tests or copies of teachers notes.

• #29 Orton-Gillingham | Orton-Gillingham and Dyslexia

  https://www.orton-gillingham.com/orton-gillingham-and-dyslexia/

  Early identification of dyslexia leads to essential prevention strategies and interventions that give children the resources they need to understand dyslexia and become life-long readers. […] Screening can be administered as early as preschool. It should check for developmental skills in the essential areas of reading, including phonological awareness, letter-sound association, blending, word recognition fluency, word identification, vocabulary, oral reading fluency, and comprehension. If specific warning signs are present, screening or evaluation will identify strengths and weaknesses and assist in recommending strategies and supports that may prevent further reading gaps from developing over time. […] There is no cure for dyslexia, but the use of practices such as Orton-Gillingham has been proven to increase reading and writing scores for students who struggle with this learning disability. The Orton-Gillingham approach is geared towards students individually to help dyslexic students overcome their literacy struggles. By using multisensory tools to teach phonics sequentially, students are able to learn cognitively and become more confident in their reading, writing, and language skills.

• #30 Dyslexia Treatment

  https://www.dyslexia-reading-well.com/dyslexia-treatment.html

  Students with dyslexia require specific kinds of reading instruction. […] Many reading programs are ineffective for dyslexic students. […] The Orton Gillingham approach is the oldest and best researched for teaching those with dyslexia. […] Explicit, intensive and multisensory methods work best. […] Content should include phonemic awareness, fluency and explicit instruction of spelling rules. […] The research on dyslexia treatment clearly shows that children with dyslexia need special kinds of instruction in terms of both content and method. […] According to the prominent dyslexia researcher Dr. Sally Shaywitz, in her book Overcoming Dyslexia, the key ingredients of effective early intervention programs are: Systematic and direct instruction in: Phonemic Awareness, Phonics, Sounding out words, Spelling, Reading sight words, Vocabulary and concepts, Reading comprehension strategies.

• #31 Dyslexia Treatment

  https://www.dyslexia-reading-well.com/dyslexia-treatment.html

  Students with dyslexia require specific kinds of reading instruction. […] Many reading programs are ineffective for dyslexic students. […] The Orton Gillingham approach is the oldest and best researched for teaching those with dyslexia. […] Explicit, intensive and multisensory methods work best. […] Content should include phonemic awareness, fluency and explicit instruction of spelling rules. […] The research on dyslexia treatment clearly shows that children with dyslexia need special kinds of instruction in terms of both content and method. […] According to the prominent dyslexia researcher Dr. Sally Shaywitz, in her book Overcoming Dyslexia, the key ingredients of effective early intervention programs are: Systematic and direct instruction in: Phonemic Awareness, Phonics, Sounding out words, Spelling, Reading sight words, Vocabulary and concepts, Reading comprehension strategies.

• #32 Dyslexia Treatment

  https://www.dyslexia-reading-well.com/dyslexia-treatment.html

  In terms of a successful method, the Orton Gillingham (OG) approach to reading that was developed in the 1930s by Samuel Torrey Orton and Anna Gillingham is still believed to be the most effective dyslexia treatment. […] If your child is in a special education program and/or has an Individualized Education Program (IEP), you will be part of the planning for that program. […] Ask if the school is using a reading program that has been shown to work for students with dyslexia, one that meets the content and method criteria above. […] Any reading program that doesn’t incorporate the Orton Gillingham approach and the type of content noted earlier is less likely to work.

• #33 Orton-Gillingham Online Dyslexia Program Comparison – Lexercise

  https://www.lexercise.com/online-dyslexia-treatment

  Structured literacy (Orton-Gillingham) therapy is the gold standard for treating dyslexia and other literacy challenges. […] Structured literacy is backed by science, and our OG program works so well that we guarantee your child will improve one whole grade level in 2 months, or your 3rd month is on us! […] Structured literacy (Orton-Gillingham) is a multisensory, interactive approach to instruction, specifically designed to match the skills and needs of those with dyslexia. […] Both Basic and Professional Therapies use the same structured literacy (Orton-Gillingham) curriculum that is proven to help with reading, writing, and spelling challenges. […] Professional Therapy has the 44 lessons mentioned above, plus an additional 8 lessons focused on pre-reader skill development for a total of 52 lessons. These pre-reader lessons are only available working with a therapist in Professional Therapy.

• #34 Dyslexia – Diagnosis and treatment – Mayo Clinic

  https://www.mayoclinic.org/diseases-conditions/dyslexia/diagnosis-treatment/drc-20353557

  There’s no known way to correct the underlying brain differences that cause dyslexia. However, early detection and evaluation to determine specific needs and appropriate treatment can improve success. In many cases, treatment can help children become competent readers. […] Dyslexia is treated using specific educational approaches and techniques, and the sooner the intervention begins, the better. Evaluations of your child’s reading skills, other academic skills and mental health will help your child’s teachers develop an individual teaching program. […] If available, tutoring sessions with a reading specialist can be helpful for many children with dyslexia. If your child has a severe reading disability, tutoring may need to occur more frequently, and progress may be slower. […] In the United States, schools have a legal obligation to take steps to help children diagnosed with dyslexia with their learning problems. Talk to your child’s teacher about setting up a meeting to create a structured, written plan that outlines your child’s needs and how the school will help your child succeed. This is called an Individualized Education Plan (IEP).

• #35 What Are the Treatments for Dyslexia?

  https://www.webmd.com/children/understanding-dyslexia-treatment

  Extra help for kids with dyslexia can include: Special education. A learning specialist or reading specialist can do one-on-one or group sessions, either in the classroom or in a separate room in the school. […] An IEP outlines special services your child needs to make school easier. These might include audio books, extra time to finish tests, or text-to-speech technology that reads words out loud from a computer or book. […] As your child gets older, theyll learn how to manage their dyslexia. A learning disorder shouldnt stop them from excelling in school, going to college, or later having a successful career.

• #36 What Are the Treatments for Dyslexia?

  https://www.webmd.com/children/understanding-dyslexia-treatment

  Extra help for kids with dyslexia can include: Special education. A learning specialist or reading specialist can do one-on-one or group sessions, either in the classroom or in a separate room in the school. […] An IEP outlines special services your child needs to make school easier. These might include audio books, extra time to finish tests, or text-to-speech technology that reads words out loud from a computer or book. […] As your child gets older, theyll learn how to manage their dyslexia. A learning disorder shouldnt stop them from excelling in school, going to college, or later having a successful career.

• #37 Treatment for kids with dyslexia

  https://www.understood.org/en/articles/treatment-for-kids-with-dyslexia

  Since dyslexia is an issue with language, challenges often begin with phonological awareness, a language skill that is critical for reading. […] Specialists can teach kids with dyslexia to recognize word sounds. They can also teach phonics connecting letters with sounds, breaking words into sounds, and blending sounds into words. […] Many kids with dyslexia also have ADHD. Some also have anxiety or depression. There are many treatment options for mental health issues and ADHD, including therapy and medication. […] Those treatments wont directly help with dyslexia. But when kids get help with their other challenges, they can get the most out of the instruction theyre getting for reading difficulties. […] Multisensory instruction is especially helpful for teaching kids with dyslexia to read. […] Schools can provide accommodations and technology like text-to-speech. […] Talking openly about dyslexia helps kids understand why they need support and that their skills can improve.

• #38

  https://www.nhs.uk/conditions/dyslexia/living-with/

  Parents also play a significant role in improving their child’s confidence, so it’s important to encourage and support your child as they learn. […] Many children with dyslexia feel more comfortable working with a computer than an exercise book. […] Word processing programmes can also be useful because they have a spellchecker and an autocorrect facility that can highlight mistakes in your child’s writing. […] There are also many educational interactive software applications that may provide your child with a more engaging way of learning a subject, rather than simply reading from a textbook.

• #39

  https://www.nhs.uk/conditions/dyslexia/living-with/

  Parents also play a significant role in improving their child’s confidence, so it’s important to encourage and support your child as they learn. […] Many children with dyslexia feel more comfortable working with a computer than an exercise book. […] Word processing programmes can also be useful because they have a spellchecker and an autocorrect facility that can highlight mistakes in your child’s writing. […] There are also many educational interactive software applications that may provide your child with a more engaging way of learning a subject, rather than simply reading from a textbook.

• #40

  https://www.nhs.uk/conditions/dyslexia/living-with/

  Parents also play a significant role in improving their child’s confidence, so it’s important to encourage and support your child as they learn. […] Many children with dyslexia feel more comfortable working with a computer than an exercise book. […] Word processing programmes can also be useful because they have a spellchecker and an autocorrect facility that can highlight mistakes in your child’s writing. […] There are also many educational interactive software applications that may provide your child with a more engaging way of learning a subject, rather than simply reading from a textbook.

• #41 Suspect Dyslexia? Act Early – Yale Dyslexia

  http://dyslexia.yale.edu/resources/parents/what-parents-can-do/suspect-dyslexia-act-early/

  Screening can be accomplished early and reliably by the kindergarten or first grade teacher using the Shaywitz DyslexiaScreen, published by Pearson. This instrument has a high degree of accuracy in identifying children at risk for dyslexia. […] Fortunately, parents can play an active role in early identification of dyslexia. You dont have to wait until children start failing at reading. You dont even have to wait for them to enter school to start observing and listening to your childs speaking and reading skills. You just need to know what to look for. […] If you see evidence of problems with spoken language, learning letter names, and especially if there is a family history, have your child tested. […] These steps will help you judge if your child is ready to read or requires special attention or educational support to start reading. […] Trust your intuition and act now. We have yet to meet a family that feels they acted too soon.

• #42 Suspect Dyslexia? Act Early – Yale Dyslexia

  http://dyslexia.yale.edu/resources/parents/what-parents-can-do/suspect-dyslexia-act-early/

  Screening can be accomplished early and reliably by the kindergarten or first grade teacher using the Shaywitz DyslexiaScreen, published by Pearson. This instrument has a high degree of accuracy in identifying children at risk for dyslexia. […] Fortunately, parents can play an active role in early identification of dyslexia. You dont have to wait until children start failing at reading. You dont even have to wait for them to enter school to start observing and listening to your childs speaking and reading skills. You just need to know what to look for. […] If you see evidence of problems with spoken language, learning letter names, and especially if there is a family history, have your child tested. […] These steps will help you judge if your child is ready to read or requires special attention or educational support to start reading. […] Trust your intuition and act now. We have yet to meet a family that feels they acted too soon.

• #43 Dyslexia – Diagnosis and treatment – Mayo Clinic

  https://www.mayoclinic.org/diseases-conditions/dyslexia/diagnosis-treatment/drc-20353557

  Children with dyslexia who get extra help in kindergarten or first grade often improve their reading skills enough to succeed in grade school and high school. […] If you suspect that your child has dyslexia, talk to your child’s health care provider. Early intervention can improve success. […] Academic problems don’t necessarily mean a person with dyslexia can’t succeed. Capable students with dyslexia can be highly successful given the right resources.

• #44 Dyslexia: What It Is, Causes, Symptoms, Treatment & Types

  https://my.clevelandclinic.org/health/diseases/6005-dyslexia

  Dyslexia isnt preventable, but its often manageable with different strategies for learning and reading. You should: […] Talk with a healthcare provider if you notice any early signs of dyslexia. […] Work with your childs school to develop an individualized education plan. […] Support your childs mental health, too, and consider mental health care if your child experiences anxiety or other issues related to their dyslexia.

• #45 Dyslexia: What It Is, Causes, Symptoms, Treatment & Types

  https://my.clevelandclinic.org/health/diseases/6005-dyslexia

  Dyslexia isnt preventable, but its often manageable with different strategies for learning and reading. You should: […] Talk with a healthcare provider if you notice any early signs of dyslexia. […] Work with your childs school to develop an individualized education plan. […] Support your childs mental health, too, and consider mental health care if your child experiences anxiety or other issues related to their dyslexia.

• #46 Dyslexia Association – Parent tips

  https://www.dyslexiatt.org/parents

  You cant prevent dyslexia but there are many activities that you can do which will help your dyslexic child. Prevention is better than cure so get in there early. […] If your preschool or kindergarten child is at risk (a history of dyslexia in the family), spend extra time on language games, nursery rhymes, clapping games, listening to stories. […] Arrange an assessment with an educational psychologist or call the Dyslexia Association for screening. […] Many of our tutors have been trained to conduct a Screening Test. While teachers cannot diagnose dyslexia, this screening looks at the underlying pre-reading skills so that a course of remediation can be recommended. […] This is a good first step as it guides the tutor, the parents, and the school with regards to the intervention and accommodation required in order for the child to progress.

• #47 Dyslexia Association – Parent tips

  https://www.dyslexiatt.org/parents

  You cant prevent dyslexia but there are many activities that you can do which will help your dyslexic child. Prevention is better than cure so get in there early. […] If your preschool or kindergarten child is at risk (a history of dyslexia in the family), spend extra time on language games, nursery rhymes, clapping games, listening to stories. […] Arrange an assessment with an educational psychologist or call the Dyslexia Association for screening. […] Many of our tutors have been trained to conduct a Screening Test. While teachers cannot diagnose dyslexia, this screening looks at the underlying pre-reading skills so that a course of remediation can be recommended. […] This is a good first step as it guides the tutor, the parents, and the school with regards to the intervention and accommodation required in order for the child to progress.

• #48 How can one Prevent Dyslexia? | OnlyMyHealth

  https://www.onlymyhealth.com/how-can-one-prevent-dyslexia-12977608231

  This helps not only to monitor your childs development but will also enhance your childs reading capabilities. […] If your child is diagnosed with dyslexia, consult an expert. Experts can assess your child and make an intervention plan and teach you steps on how to deal with this. […] Knowledge of the childs ability can help the teacher to make an individualised education plan for your child so that your child gets one-to-one teaching or extra time and attention for reading and learning activities to stay on track. […] But by being attentive to your childs development and diagnosing it early can improve prognosis and prevent long term learning problems.

• #49 Suspect Dyslexia? Act Early – Yale Dyslexia

  http://dyslexia.yale.edu/resources/parents/what-parents-can-do/suspect-dyslexia-act-early/

  Screening can be accomplished early and reliably by the kindergarten or first grade teacher using the Shaywitz DyslexiaScreen, published by Pearson. This instrument has a high degree of accuracy in identifying children at risk for dyslexia. […] Fortunately, parents can play an active role in early identification of dyslexia. You dont have to wait until children start failing at reading. You dont even have to wait for them to enter school to start observing and listening to your childs speaking and reading skills. You just need to know what to look for. […] If you see evidence of problems with spoken language, learning letter names, and especially if there is a family history, have your child tested. […] These steps will help you judge if your child is ready to read or requires special attention or educational support to start reading. […] Trust your intuition and act now. We have yet to meet a family that feels they acted too soon.

• #50 Prismatic adaptation coupled with cognitive training as novel treatment for developmental dyslexia: a randomized controlled trial | Scientific Reports

  https://www.nature.com/articles/s41598-024-57499-9

  Despite intense and costly treatments, developmental dyslexia (DD) often persists into adulthood. […] This innovative approach could have implications for early remedial treatment. […] Current treatments seem to be only partially effective and mostly train phonological or language abilities. […] However, the lively investigation for the brain basis of DD beyond the phonological framework is promoting new treatment avenues aimed at enhancing reading abilities in indirect ways, that is, by training perceptual and cognitive skills apparently compromised in the disorder. […] PA has been proposed as a simple, non-invasive tool to induce neuroplasticity within visual attention networks. […] Therefore, the bottom-up approach provided by PA might successfully target the abnormal attention orienting processes which have been shown in DD.

• #51 Prismatic adaptation coupled with cognitive training as novel treatment for developmental dyslexia: a randomized controlled trial | Scientific Reports

  https://www.nature.com/articles/s41598-024-57499-9

  Despite intense and costly treatments, developmental dyslexia (DD) often persists into adulthood. […] This innovative approach could have implications for early remedial treatment. […] Current treatments seem to be only partially effective and mostly train phonological or language abilities. […] However, the lively investigation for the brain basis of DD beyond the phonological framework is promoting new treatment avenues aimed at enhancing reading abilities in indirect ways, that is, by training perceptual and cognitive skills apparently compromised in the disorder. […] PA has been proposed as a simple, non-invasive tool to induce neuroplasticity within visual attention networks. […] Therefore, the bottom-up approach provided by PA might successfully target the abnormal attention orienting processes which have been shown in DD.

• #52 Prismatic adaptation coupled with cognitive training as novel treatment for developmental dyslexia: a randomized controlled trial | Scientific Reports

  https://www.nature.com/articles/s41598-024-57499-9

  Despite intense and costly treatments, developmental dyslexia (DD) often persists into adulthood. […] This innovative approach could have implications for early remedial treatment. […] Current treatments seem to be only partially effective and mostly train phonological or language abilities. […] However, the lively investigation for the brain basis of DD beyond the phonological framework is promoting new treatment avenues aimed at enhancing reading abilities in indirect ways, that is, by training perceptual and cognitive skills apparently compromised in the disorder. […] PA has been proposed as a simple, non-invasive tool to induce neuroplasticity within visual attention networks. […] Therefore, the bottom-up approach provided by PA might successfully target the abnormal attention orienting processes which have been shown in DD.

• #53 Prismatic adaptation coupled with cognitive training as novel treatment for developmental dyslexia: a randomized controlled trial | Scientific Reports

  https://www.nature.com/articles/s41598-024-57499-9

  Hence, we addressed the possibility that DD might be partly remediated by acting on its visual attention imbalance through visuo-motor recalibration by means of PA, and that simultaneous training of working memory and processing speed skills may add greater and more sustained effects to PA intervention. […] Our study highlights that PA combined with cognitive training enhances cognitive skills and reading speed in adolescents with DD. […] We suggest that this very combination of visuo-attentive recalibration and cognitive enhancement was the key to the effectiveness of the proposed intervention. […] Our findings expand knowledge on non-phonological remediation interventions in DD and provide additional evidence that attention and executive functions training may enhance treatment efficacy.

• #54

  https://link.springer.com/article/10.1007/s11881-023-00298-0

  Due to pandemic-induced lockdown(s) in 2020, dyslexia treatment was forced to move to online platforms. This study examined whether Dutch children who received online treatment progressed as much in their reading and spelling performance as children who received the usual face-to-face treatment. […] These results have clinical and practical implications as they show that reading treatment can be successfully delivered online. […] Online videoconferencing for reading instruction is shown to be equally effective as face-to-face methods. […] Our results align with the notion that providing reading intervention via online platforms does not significantly impact intervention outcomes. […] These results suggest effective online delivery of reading treatment, carrying clinical and practical significance. […] In sum, this study supports existing literature on the equivalence of online and face-to-face dyslexia treatments in a Dutch clinical sample. Children showed equal reading and spelling improvement in both conditions.

• #55

  https://link.springer.com/article/10.1007/s11881-023-00298-0

  Due to pandemic-induced lockdown(s) in 2020, dyslexia treatment was forced to move to online platforms. This study examined whether Dutch children who received online treatment progressed as much in their reading and spelling performance as children who received the usual face-to-face treatment. […] These results have clinical and practical implications as they show that reading treatment can be successfully delivered online. […] Online videoconferencing for reading instruction is shown to be equally effective as face-to-face methods. […] Our results align with the notion that providing reading intervention via online platforms does not significantly impact intervention outcomes. […] These results suggest effective online delivery of reading treatment, carrying clinical and practical significance. […] In sum, this study supports existing literature on the equivalence of online and face-to-face dyslexia treatments in a Dutch clinical sample. Children showed equal reading and spelling improvement in both conditions.

• #56 Orton-Gillingham Online Dyslexia Program Comparison – Lexercise

  https://www.lexercise.com/online-dyslexia-treatment

  Teletherapy (online therapy) is very effective. Even before the 2020 pandemic, there was mounting evidence that online services (i.e. teletherapy services) are at least as effective as the same type of therapy delivered on-site. […] If you are not sure whether your child needs these services and would like to take a free, research-based online test for learning disabilities, head over to our testing page.

• #57 Dyslexia – Diagnosis and treatment – Mayo Clinic

  https://www.mayoclinic.org/diseases-conditions/dyslexia/diagnosis-treatment/drc-20353557

  There’s no known way to correct the underlying brain differences that cause dyslexia. However, early detection and evaluation to determine specific needs and appropriate treatment can improve success. In many cases, treatment can help children become competent readers. […] Dyslexia is treated using specific educational approaches and techniques, and the sooner the intervention begins, the better. Evaluations of your child’s reading skills, other academic skills and mental health will help your child’s teachers develop an individual teaching program. […] If available, tutoring sessions with a reading specialist can be helpful for many children with dyslexia. If your child has a severe reading disability, tutoring may need to occur more frequently, and progress may be slower. […] In the United States, schools have a legal obligation to take steps to help children diagnosed with dyslexia with their learning problems. Talk to your child’s teacher about setting up a meeting to create a structured, written plan that outlines your child’s needs and how the school will help your child succeed. This is called an Individualized Education Plan (IEP).

• #58 Treatment for kids with dyslexia

  https://www.understood.org/en/articles/treatment-for-kids-with-dyslexia

  Dyslexia is an issue with language. There are no medications for dyslexia. (Its also important to know that vision therapy has not been shown to effectively treat dyslexia.) […] Kids with dyslexia need specific and direct instruction in reading. A number of reading programs are designed to help kids with dyslexia. And many are based on an approach called OrtonGillingham (OG). […] The formal name for this type of instruction is multisensory structured language education (MSLE). Multisensory teaching uses sight, sound, movement, and touch to help kids connect language to words. Experts often consider it the gold standard for teaching kids with dyslexia to read. […] Specialized instruction isnt the only way schools help kids with dyslexia. If your child has an IEP or a 504 plan, the school might provide accommodations, like extra time on tests or copies of teachers notes.

• #59 Learning Disabilities, Dyslexia, and Vision – Medical Clinical Policy Bulletins | Aetna

  https://www.aetna.com/cpb/medical/data/1_99/0078.html

  Aetna considers the following procedures experimental, investigational, or unproven because the effectiveness of these approaches has not been established: […] As indicated in a policy statement developed jointly by the American Academy of Pediatrics (AAP), American Academy of Ophthalmology (AAO), the American Association for Pediatric Ophthalmology and Strabismus (AAPOS), and the American Association of Certified Orthoptists (2009), there is no known eye or visual cause for dyslexia and learning disabilities and no effective visual treatment. […] There is no peripheral eye defect that produces dyslexia or other learning disabilities and there is no eye treatment that can cure dyslexia or associated learning disabilities. […] No scientific evidence supports claims that the academic abilities of dyslexic or learning disabled children can be improved with treatment based on visual training, including muscle exercises, ocular pursuit, tracking exercises, or „training” glasses (with or without bifocals or prisms); neurological organizational training (laterality training, crawling, balance board, perceptual training), or tinted or colored lenses.

• #60 Learning Disabilities, Dyslexia, and Vision – Medical Clinical Policy Bulletins | Aetna

  https://www.aetna.com/cpb/medical/data/1_99/0078.html

  Aetna considers the following procedures experimental, investigational, or unproven because the effectiveness of these approaches has not been established: […] As indicated in a policy statement developed jointly by the American Academy of Pediatrics (AAP), American Academy of Ophthalmology (AAO), the American Association for Pediatric Ophthalmology and Strabismus (AAPOS), and the American Association of Certified Orthoptists (2009), there is no known eye or visual cause for dyslexia and learning disabilities and no effective visual treatment. […] There is no peripheral eye defect that produces dyslexia or other learning disabilities and there is no eye treatment that can cure dyslexia or associated learning disabilities. […] No scientific evidence supports claims that the academic abilities of dyslexic or learning disabled children can be improved with treatment based on visual training, including muscle exercises, ocular pursuit, tracking exercises, or „training” glasses (with or without bifocals or prisms); neurological organizational training (laterality training, crawling, balance board, perceptual training), or tinted or colored lenses.

• #61

  https://www.literacyworldwide.org/blog/literacy-now/2014/05/29/dyslexia-an-ounce-of-prevention-

  I recently read an article that suggested that children are not learning disabled until they attend school and fail to adequately learn to read and write. […] It happens because educators dont have the information they need to prevent reading and writing failure. […] Lastly, there are piles of research that should inform how we identify and teach these children in elementary school, starting in (if not before) kindergarten, so that they never become outwardly learning disabledalthough they will always have dyslexia, with the correct instruction, they may never feel disabled or outwardly demonstrate a learning disability. […] Additionally, a diagnosis and label gives them a road map to help their children and themselves which will lead them on the journey to success. […] So, yes, diagnosis and labeling is important.

• #62 Learning Disabilities, Dyslexia, and Vision – Medical Clinical Policy Bulletins | Aetna

  https://www.aetna.com/cpb/medical/data/1_99/0078.html

  In a joint statement on learning disabilities, dyslexia, and vision, the AAP, AAO, AAPOS, and the American Association of Certified Orthoptists (2009) stated that most experts believe that dyslexia is a language-based disorder. Vision problems can interfere with the process of learning; however, vision problems are not the cause of primary dyslexia or learning disabilities. […] Scientific evidence does not support the effectiveness of eye exercises, behavioral vision therapy, or special tinted filters or lenses for improving the long-term educational performance in these complex pediatric neurocognitive conditions. […] Diagnostic and treatment approaches that lack scientific evidence of efficacy, including eye exercises, behavioral vision therapy, or special tinted filters or lenses, are not endorsed and should not be recommended.

• #63 Dyslexia Guide: Causes, Symptoms and Treatment Options

  https://www.drugs.com/health-guide/dyslexia.html

  Dyslexia cannot be cured, but people with this disorder can learn ways to be successful in schoolwork and life. […] There is no known way to prevent dyslexia. However, because the neurologic problems that cause dyslexia may be related to prenatal factors, and children who are born prematurely or at a low birthweight may be at higher risk for dyslexia, it is wise to follow the usual recommendations for a healthy pregnancy.

• #64 Dyslexia Guide: Causes, Symptoms and Treatment Options

  https://www.drugs.com/health-guide/dyslexia.html

  Dyslexia cannot be cured, but people with this disorder can learn ways to be successful in schoolwork and life. […] There is no known way to prevent dyslexia. However, because the neurologic problems that cause dyslexia may be related to prenatal factors, and children who are born prematurely or at a low birthweight may be at higher risk for dyslexia, it is wise to follow the usual recommendations for a healthy pregnancy.

• #65 Evaluating Professionals – International Dyslexia Association

  https://dyslexiaida.org/evaluating-professionals-fact-sheet/

  To master skills and apply them independently, students with a language-based learning disability, including dyslexia, need explicit instruction and consistent practice and repetition with teacher guidance—not only with development of skills but with application of these skills at higher and higher levels of functional use. […] Significant progress becomes evident when appropriate instruction is delivered with fidelity, meaning with close adherence to the instructional guidelines of a particular Structured Literacy program, and when the instruction occurs with the necessary intensity (length and frequency of sessions; individual and small group instruction) and duration (how long instruction occurs over the months and years to come). Appropriate instruction for students with dyslexia and related language disorders is a process, not a product. For the student with dyslexia, it can be an important initial step toward a lifetime of learning.

• #66 Orton-Gillingham | Orton-Gillingham and Dyslexia

  https://www.orton-gillingham.com/orton-gillingham-and-dyslexia/

  Early identification of dyslexia leads to essential prevention strategies and interventions that give children the resources they need to understand dyslexia and become life-long readers. […] Screening can be administered as early as preschool. It should check for developmental skills in the essential areas of reading, including phonological awareness, letter-sound association, blending, word recognition fluency, word identification, vocabulary, oral reading fluency, and comprehension. If specific warning signs are present, screening or evaluation will identify strengths and weaknesses and assist in recommending strategies and supports that may prevent further reading gaps from developing over time. […] There is no cure for dyslexia, but the use of practices such as Orton-Gillingham has been proven to increase reading and writing scores for students who struggle with this learning disability. The Orton-Gillingham approach is geared towards students individually to help dyslexic students overcome their literacy struggles. By using multisensory tools to teach phonics sequentially, students are able to learn cognitively and become more confident in their reading, writing, and language skills.

• #67 Supporting Students with Dyslexia | Poudre School District

  https://www.psdschools.org/academics/curriculum-instruction/supporting-students-dyslexia

  Regular assessment helps track progress and provides opportunities for positive feedback, which guides next steps and is important for building student confidence. […] The purpose of professional learning about dyslexia with PSD staff includes: Foster a deep understanding of dyslexia, including its neurological basis, characteristics, and impact on learning and social-emotional health. Equip educators with the knowledge, skills, and strategies necessary to effectively identify, support, accommodate, and teach students with dyslexia within all educational settings. Learn evidence-based instructional methods and interventions rooted in the Science of Reading. Enable educators to create inclusive and supportive classroom environments.

• #68 Dyslexia – Diagnosis and treatment – Mayo Clinic

  https://www.mayoclinic.org/diseases-conditions/dyslexia/diagnosis-treatment/drc-20353557

  There’s no known way to correct the underlying brain differences that cause dyslexia. However, early detection and evaluation to determine specific needs and appropriate treatment can improve success. In many cases, treatment can help children become competent readers. […] Dyslexia is treated using specific educational approaches and techniques, and the sooner the intervention begins, the better. Evaluations of your child’s reading skills, other academic skills and mental health will help your child’s teachers develop an individual teaching program. […] If available, tutoring sessions with a reading specialist can be helpful for many children with dyslexia. If your child has a severe reading disability, tutoring may need to occur more frequently, and progress may be slower. […] In the United States, schools have a legal obligation to take steps to help children diagnosed with dyslexia with their learning problems. Talk to your child’s teacher about setting up a meeting to create a structured, written plan that outlines your child’s needs and how the school will help your child succeed. This is called an Individualized Education Plan (IEP).

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