Redefining Dyslexia [Premium]

Redefining Dyslexia [Premium]

In the past year, there have been some remarkable papers published in the field of dyslexia. By and large, the changes seem to be good news and more inclusive of the diverse ways that dyslexia presents – including gifted individuals with dyslexia. But change is likely to be messy – and schools and educational and research groups are likely to different and present different information to students and their families. THE PENDULUM SWINGS AGAIN ON DISCREPANCY Although the earliest professional accounts about dyslexia recognized the unexpected connection of high intelligence with difficulties in reading, writing, and spelling, the dyslexia field has been involved in many warring opinions about whether cognitive tests are worthwhile. Without pointing fingers, many researchers and educational leaders over the years questioned […]

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Non-Reading Ways to Recognize Dyslexia [Premium]

Non-Reading Ways to Recognize Dyslexia [Premium]

Last month, I was surprised when one of the teachers in our Dyslexia for Teachers course said that a writing sample couldn’t lead anyone to suspect a student had dyslexia because dyslexia was a reading disorder. Of course, that statement is wrong.     KNOWING MORE THAN THEY CAN EASILY SHOW BY TESTS OR WRITING Perhaps the most common way that dyslexic students come to the notice of their teachers is by unevenness in their abilities or what some refer to as a “spiky profile.” They may have strong reasoning abilities and make thoughtful observations and comments during class, but their written work may may be far lower than their knowledge from trouble getting their ideas on the page, the need for extended time, and […]

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