Region 10 invites you to attend our Dyslexia Parent Night in the PHS Auditorium on
October 8th from 6-8 p.m.
Learn how to support your child with strategies from a parent perspective.
Building Independence & Confidence
Parent Dyslexia County Connection October 2019
Characteristics of Dyslexia
Students identified as having dyslexia typically experience primary difficulties in phonological awareness, including phonemic awareness and manipulation, single-word reading, reading fluency, and spelling. Consequences may include difficulties in reading comprehension and/or written expression. These difficulties in phonological awareness are unexpected for the student’s age and educational level and are not primarily the result of language difference factors. Additionally, there is often a family history of similar difficulties.
The following are the primary reading/spelling characteristics of dyslexia:
- Difficulty reading words in isolation
- Difficulty accurately decoding unfamiliar words
- Difficulty with oral reading (slow, inaccurate, or labored without prosody)
- Difficulty spelling
It is important to note that individuals demonstrate differences in degree of impairment and may not exhibit all of the characteristics above.
The reading/spelling characteristics are most often associated with the following:
- Segmenting, blending, and manipulating sounds in words (phonemic awareness)
- Learning the names of letters and their associated sounds
- Holding information about sounds and words in memory (phonological memory)
- Rapidly recalling the names of familiar objects, colors, or letters of the alphabet (rapid naming)
Consequences of dyslexia may include the following:
- Variable difficulty with aspects of reading comprehension
- Variable difficulty with aspects of written language
- A limited vocabulary growth due to reduced reading experience
Source: The Dyslexia Handbook, 2018 Update