Frequently Asked Questions

"Defined by Federal Law as: an unexpected difficulty in reading for an individual who has the intelligence to be a much better reader, most commonly caused by a difficulty in the phonological processing (the appreciation of the individual sounds of spoken language), which affects the ability of an individual to speak, read, and spell. 

21st Century Dyslexia Act S.3302

The exact cause of dyslexia is unclear, but brain images show differences in the way the brain of a dyslexic person functions compared to a typical reader. These brain imaging studies demonstrate an inefficient functioning of those neural systems in dyslexic readers (Shaywitz & Shaywitz, 2012). 

Dyslexia is not due to either lack of intelligence or desire to learn; with appropriate teaching methods, individuals with dyslexia can learn successfully. 

Studies indicate a prevalence rate of 17.5 - 21.5 % in children and adults. It affects all races and socioeconomic groups (Connecticut Longitudinal Study). 

The impact of dyslexia varies from person to person as well as the severity of the condition and the effectiveness of instruction and remediation. The core difficulty is with phonological awareness (the ability to recognize and manipulate the spoken parts of words and sentences) which leads to a wide variety of difficulties with spoken language and written language. Many may find it difficult to express themselves orally, decoding words, reading fluently, spelling and handwriting. 

YES!!!! If children who have dyslexia receive effective phonological awareness and phonics training in Kindergarten and 1st grade, they will have significantly fewer problems learning to read at grade level than do children who are not identified or helped until 3rd grade. 74% of the children who are poor readers in 3rd grade remain poor readers in the 9th grade, many because they do not receive appropriate Structured Literacy instruction with the needed intensity or duration. Often they cannot read well as adult either. It is never too late for individuals with dyslexia to learn to read, process and express information more efficiently and effectively. Research shows that programs utilizing Structured Literacy instructional techniques can help children and adults learn to read. 

Certified Academic Language Therapists provide diagnostic, explicit, systematic Multisensory Structured Language intervention which builds a high degree of accuracy, knowledge, and independence for students with written-language disorders, including dyslexia. 

Therapists enable explicit understanding and application of the structure of the English language (phonology, morphology, syntax, semantics, pragmatics, and orthography), to create the foundation for age-appropriate oral and written language, including reading accuracy, fluency and comprehension, spelling and written expression. 

Dyslexia is a lifelong diagnosis. It is defined as an unexpected difficulty in reading. These children have an above average intelligence. Early intervention is the best time to help these students because the brain is still malleable. Students with dyslexia need instruction for a certified teacher that understands the Science of Reading and the MultiSensory Approach for dyslexic students. Dyslexic students use different neurological pathways than typical readers and therefore need explicit, targeted instruction. Certified Academic Language Therapists provide diagnostic, explicit, systematic MultiSensory Structured Language Intervention which builds a high degree of accuracy, knowledge, and independence for students with written-language disorders, including dyslexia.