As we send our children back to school this fall, many of them look forward
to reading books and other materials in their classes. Reading, of course,
is fundamental to success at school, as well as later in life. Some parents
know their child is struggling to read with fluency and comprehension,
particularly if a teacher has indicated the child’s reading ability
is below grade level.
With a clinical evaluation, some struggling readers may be diagnosed with
Dyslexia, a specific learning disorder that impairs reading ability. Briefly,
here is what Dyslexia
is not and what it actually
is.
Dyslexia:
-
is not a generic term for any given “learning disability”
-
is not reversing numbers and letters in one’s writing, or seeing numbers
or letters backwards or in the wrong order
-
is not an indication of a child being unintelligent
-
is not an indication that a child is a lazy reader, or not trying hard enough
to learn to read
-
is not a problem related to deficient functioning of one or the other side of the brain
-
is not a problem primarily of vision, affecting tracking words on the page or
using both eyes together (convergence, binocular vision) to see letters
and words accurately
-
is not caused by vaccines/immunizations
-
is not something a child will simply “grow out of” with time or simply
with “more reading” time at school or home
-
is not successfully treated by prism glasses, by colored laminated paper placed
on the book, by medicines or herbal remedies, or by the so-called “Davis
Method” of dyslexia treatment
Dyslexia:
-
is a learning disorder involving reading (not writing or mathematics skills)
-
is a disorder of reading for the child’s age and grade level that may
be manifested through impaired reading comprehension, reading speed and
accuracy, and most importantly and commonly, awareness of phonics (the
sounds letters make, and the ability to blend such sounds together to
sound out new words)
-
is unrelated to intelligence; in fact, by definition most dyslexic individuals
have an average, unimpaired IQ
-
is a brain disorder that commonly co-occurs in children with ADHD/ADD (in
fact, about 30-40% of the time)
-
is quite diagnosable through IQ testing and academic achievement testing
for reading skills; it is most competently diagnosed by a licensed healthcare
provider with relevant training and expertise, such as a clinical neuropsychologist
-
is a disorder that can be improved through interventions to enhance fundamental
phonics awareness and reading fluency
-
is a recognized disability of a student that requires special education interventions
and accommodations in the public school district (possibly through an
Individualized Education Plan), per the Individuals with Disabilities
Education Act (IDEA) and the Americans with Disabilities Act (ADA)
For parents of students who suspect their child may have Dyslexia, a formal
clinical neuropsychological evaluation by neuropsychologists Dr. Jeffrey
Cory or Dr. Lee Perry can be an essential step in helping a child age
6 and older improve their reading skills and become a more confident student.
A referral from a health care provider, such as a pediatrician, can be
helpful, especially with respect to possible insurance coverage for this
evaluation.
Neuropsychological evaluation includes a verbal interview and pencil/paper/computerized
testing of thinking abilities and academic skills, including reading skills.
It does not include “invasive” procedures such as shots, blood
tests, or blood tests, and does not include brain scanning procedures.