Dyslexia Informational Paper - November 2018 - What Is Dyslexia, Characteristics, Indicators, and Support

Oct 15, 2026

An informational paper from November 2018 explains dyslexia as a specific learning disability affecting basic reading skills, often also impacting spelling and other printed-language tasks. It outlines how dyslexia relates to phonological processing, clarifies key misconceptions, and summarizes genetic and neurological factors suggested by research. The document describes common student characteristics and age-based indicators, then provides guidance on referral, evaluation planning, and examples of interventions and accommodations. It concludes with resources and references for further support.

LanguageEnglish

CategoryHealthcare

FormatPDF

Pages15

Reading Time38 min

AccessFree to download

What is Dyslexia?

Characteristics of Students with Dyslexia

Possible Indicators of Dyslexia at Different Ages

Referral and Evaluation Planning

Examples of Interventions and Accommodations

Misconceptions of Dyslexia

Resources

References

Dyslexia Informational Paper November, 2018 Table of Contents What is Dyslexia? 2 Characteristics of Students with Dyslexia 3 Possible Indicators of Dyslexia at Different Ages 4 Referral and Evaluation Planning 6 Examples of Interventions and Accommodations 7 Misconceptions of Dyslexia 10 Resources 13 References 14 This purpose of this document is to provide parents, educators, administrators and others with aresource that may assist in learning more about dyslexia. Additional resources that may increase in understanding dyslexia are listed the end of this document. What is Dyslexia? The North Dakota Department of Public Instruction Guidelines for Serving Students with Specific Learning Disabilities in the Education Setting recognizes that dyslexia is associated with a specific learning disability in the area of basic reading skills. Students with dyslexia may have difficulty not only with reading, but also with spelling and performing other skills related to the use of printed language (National Center for Learning Disabilities) . Many students with dyslexia have difficulties identifying separate speech sounds within a word and learning how individual letters represent sounds. A student with dyslexia does not lack intelligence or the desire to learn. (Adapted from IDA: Dyslexia Basics) The International Dyslexia Association (IDA) , along with the National Institute of Child Health , define dyslexia as: “ a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.” -International Dyslexia Association Board of Directors, November 12, 2002. The exact causes of dyslexia are not completely clear. However, brain-imaging studies show significant differences in the way the brain of a child with dyslexia develops and functions (Shaywitz, et. Al, 2001) . The neurologic differences that are evident in a student with dyslexia are usually genetic, and because they are neurological in nature, a person with dyslexia will probably experience difficulties his/her entire life. The National Center for Learning Disabilities (NCLD) projects that one in five , or 15-20% of the population, has a specific learning disability. Of those students, 70-80% have deficits in reading , with symptoms ranging from mild to severe. According to Dyslexia Help at the University of Michigan, the prevalence rate of dyslexia is comparable between boys and girls. The difference exists in the frequency of testing , which is higher for males. Characteristics of Students with Dyslexia Dyslexia along with other reading disabilities seem to be strongly determined by genetic predispositions. Chances are that if a student is exhibiting characteristics of dyslexia, he/she may have a family member that has some of the same difficulties. Students with dyslexia may possess common areas of strength, which may include , but are not limited to: 􀁸 May have strong visual abilities 􀁸 May have talents in the areas of mechanical skills, music, art, drama, sports, and creative writing 􀁸 May be curious with great imaginations 􀁸 May have the ability to “figure things out” 􀁸 May seem more mature than their same age peers Many students have one or even two of the following characteristics associated with dyslexia, but a student with dyslexia typically has many of the characteristics that present themselves over time and significantly impact learning in the academic environment. Some of the more common characteristics of dyslexia include

FAQs

How does the document define dyslexia?

Dyslexia is defined as a specific learning disability with neurobiological origins, characterized by difficulties with accurate or fluent word recognition, poor spelling, and decoding issues often linked to a deficit in the phonological component of language.

What characteristics and strengths may students with dyslexia show?

The document notes difficulties such as learning letters and sounds, phonological memory issues, organizing language, reading comprehension-related challenges, and spelling/handwriting difficulties. It also lists possible strengths, including strong visual abilities and talents in areas like mechanical skills, music, art, drama, sports, and creative writing.

What guidance does the paper offer for supporting students?

It provides possible indicators by age, then covers referral and evaluation planning. It also includes examples of interventions and accommodations and closes with resources and references for further understanding.

Oct 15, 2026

Upload by Alex Sinclair