Cypress Dyslexia Services
Dyslexia
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Common Dyslexia Myths:
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Myth #1: Dyslexia is seeing words backward or having words move around on the page.
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Fact: Dyslexia is a language-processing disorder, not a visual disorder. Evidence based treatments for dyslexia are designed to work with the language processing areas of the brain to improve connections related to phonological awareness, decoding skills, and language comprehension.
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Myth #2: Dyslexia can't be diagnosed until a child is at least in third grade.
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Fact: Dyslexia can be diagnosed as young as age 5. There is also research being done with preschool aged children who exhibit signs of dyslexia. Research shows that early intervention is essential for academic success.
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Myth #3: A child with dyslexia will eventually learn to read when he is ready. He just needs more time.
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Fact: Most children with dyslexia are trying and want to learn to read. Many are frustrated after being told to "try harder". Their brain will not learn to read the same way as a typical child. Dyslexic children need explicit, systematic, and structured instruction in order to master reading and writing. The earlier a child receives intervention, the more likely he / she is to read on grade level. The later a child starts interventions, the more likely he / she is to lag behind academically.
Audiobooks are a great resource to enable dyslexic students access to stories and information that might be above their reading level.
Where can you find free audiobooks?
Libby and Hoopla are two of the many sites that offer a library of free audiobooks. All you need is a library card to get started. Listening to audiobooks builds vocabulary, world knowledge, and helps build a love of reading.
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Why does dyslexia remediation require more than one lesson a week?
IImagine a person wanting to get in shape. Going to the gym once a week will not give the same results as regular, daily training. Just like a physical therapist uses high-repetition exercises to retrain muscles, a dyslexia therapist uses intensive, multi-sensory instruction to retrain the brain to process language and link sounds to letters efficiently. Without this intensity, the student may make some progress, but it is often not enough to close the gap between their reading ability and that of their peers. The goal of this intensity is not just to teach a student to read and spell, but to help them reach a level of automaticity so that reading and spelling become fluid and less mentally draining.
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