These students may be “stealth” because they can silently read passages, and comprehend the essential points, but have weak single word decoding and reading fluency when asked to read aloud. Among stealth dyslexics, writing and spelling may be greater challenges than reading.
What these students needs depends on which combinations of challenges are the most prominent at any time. Because many students are also gifted, IQ testing can identify strengths and direct placement in advanced classes or subject differentiation in addition to other academic needs.
COMMON CLASSROOM DIFFERENTIATION NEEDS FOR STEALTH DYSLEXICS
– Intellectual challenge at the level of ability
– Possible phonological work (single word decoding)
– Likely orthographic work (spelling, roots, prefixes and suffixes)
– Extra time for tests
– Assistive technology – text-to-speech, spellcheck, grammarcheck
– Possible accommodations for math, foreign language, science
STEALTH DYSLEXICS MAY BE OVERLOOKED
The challenge facing most stealth dyslexics is getting schools to notice their needs. Because of a pattern of strengths and weaknesses, they may fall into the gap – not weak enough to qualify for services and supports, but not strong enough (especially without receiving appropriate accommodations to qualify for advanced classes).
The problem with being overlooked for needs, is that mismatched curriculum can take a tremendous toll on students’ well-being and approach in school. Students who receive instruction far below their intellectual level can develop secondary mood and behavioral problems (including anxiety, depression, acting out, school and social withdrawal), worsening their educational situation.
It is not uncommon for a teacher or school to not believe any specialized needs are present for a twice exceptional student (student who is gifted with a learning difference like dyslexia); but the reality may be that they need changes for their strengths as well as weaknesses.
The Davidson Institute has a helpful page on Clarification of Federal Law as It Applies to Twice-exceptional Students.
Ideally, students who are thought to be stealth dyslexics, can have a professional guide them with recommendations – sometimes this is a professional or group (like SummitCenter.us) that specializes in assessing and counseling twice- exceptional students, other times it’s a tutor, teacher, or parent who really works to understand what is needed.
Because cognitive abilities, including executive function and working memory change considerably during development, what students may need at a particular point-in-time can vary greatly.
More information about stealth dyslexia can be found in our library. To go more in-depth, check out our Premium subscription.
