It is statistically proven that 80% of people diagnosed with a reading disability are dyslexic. At first, this statistic surprised me and was honestly hard for me to believe. This is because in my years as a special education teacher I only encountered two students that were actually diagnosed with dyslexia.
When I learned of this statistic, I put it to the test in each of my classrooms year after year. I researched what signs and symptoms to look for, analyzed student data and testing, and began making parent phone calls to learn more about family history. Sure enough – I was amazed at my findings. Year after year my findings proved this statistic to be accurate. Some years the percent was even higher than 80%.
I couldn’t help but picture, in my memory, the struggling readers I had worked with in past years. Most were unsuccessful at making any substantial gains in reading - even when using corrective reading programs. Now I know how to help these kids. I’ve also learned a few things along the way to avoid. Giving students the tools and skills they need to read changes their entire life trajectory and improves their self-concept. There’s nothing better than seeing a child go from feeling defeated and frustrated to empowered and self confident.
In the next several posts, I will review common pitfalls that parents, teachers, and professional often make with struggling readers.
As parents and teachers, we have an incredible responsibility to raise our children to the best of our ability, striving to provide the best opportunities for their futures. Genes and past childhood experiences are things that can’t be changed, but if you suspect or know your child has dyslexia there are three factors moving forward that you will have some control over.
1. First, you can select a reading program that is in line with what current research has found is best practice for students with dyslexia. These types of reading programs are Orton Gillingham based (also known as structured literacy) and are simultaneously multi-sensory, explicit, cumulative, and diagnostic in nature.
2. Second, you can support your children by ensuring they are treated fairly and with understanding by other adults in their life. This falls along the adage that fair does not always mean equal. In other words, ensure that children are challenged and held to high expectations but also supported. There are many simple accommodations that can be used so children are able to access materials and curriculum at their age level. There are also many technology tools that offer great benefits for children with dyslexia. One tool that is absolutely necessary when children are reading well below their grade level is audiobooks. When children can listen to books they get the benefit of learning new content, improving comprehension, and making new connections. Accommodations have the power to turn something frustrating into something that is engaging.
3. Third, you must take into consideration strengths and interests. Where there is a weakness, such as dyslexia, there will also be strengths. Strengths must not be ignored. Often children need help finding out what their strengths are. They also need help developing their interests, skills and talents. Many people with dyslexia show natural strengths in critical thinking skills, the arts, athletic ability, musical aptitude, being empathetic, having great people skills, showing leadership qualities, mechanical skills, and more. Make sure children are aware of their strengths and have avenues to pursue interests and activities they enjoy so they can experience success.
Parents and teachers can change the entire trajectory of a child’s life by giving their children the gift of these three important factors. When these three factors are dialed in, the results are often very apparent. Children will show improved self-confidence, increased independence, willingness to learn, and improved skills.
If you have children, I’m sure you’ve heard this expression before. Even as adults there may be times when we think, “That’s not fair”. Some of us may even say it out-loud. All of us are aware that some things in life aren’t fair; but we have to learn to live and thrive with whatever set of circumstances we have been given.
Let’s take a look at fairness from the perspective of teaching children. When you are teaching your children do you try to make everything as fair as possible? If so, how do you do this? Do your children show jealously if a sibling or another student has different expectations for a certain project than herself/himself? Do your children compare their strengths and weaknesses to one another? Do they want everything to be equal – exactly the same? I hope I’m not the only mother that has these problems from time to time. Take a minute to think about the following quote from Rick Lavoie, author and advocate for students with learning differences.
“Fair doesn’t mean giving every child the same thing. It means giving every child what they need.”
Most often, children understand fair to mean equal or exactly the same. If Timmy gets 12 M&M’s then Cara will count hers to make sure she gets exactly 12 M&M’s too. Children don’t want to be treated differently (unless it’s in their favor) from their siblings because they view this as being treated unfairly. This is part of human nature. Beyond M&M’s, children need to be told that they are unique and special individuals worthy of love AND different treatment. There is no person exactly like them and that is exactly why they will have different treatment from time to time. Things may not be perfectly equal…but they will be fair.
This concept will lead us into a discussion about giving accommodations to students who struggle with learning and paying attention. What do you think? Are accommodations fair? More to come next week!