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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.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/dyslexia-informational-paper-november-2018-what-is-dyslexia-characteristics-indicators-and-support/585504/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/dyslexia-informational-paper-november-2018-what-is-dyslexia-characteristics-indicators-and-support/585504.png","ImageObject",300,407,{"name":92,"@type":93},"Alex Sinclair","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":8},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"How does the document define dyslexia?","Question",{"text":111,"@type":112},"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.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"What characteristics and strengths may students with dyslexia show?",{"text":116,"@type":112},"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.",{"name":118,"@type":109,"acceptedAnswer":119},"What guidance does the paper offer for supporting students?",{"text":120,"@type":112},"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.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},585504,1792083175,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},1099523882182,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Dyslexia Informational Paper  \nNovember, 2018  \nTable of Contents  \nWhat is Dyslexia? 2  \nCharacteristics of Students with Dyslexia 3  \nPossible Indicators of Dyslexia at Different Ages 4  \nReferral and Evaluation Planning 6  \nExamples of Interventions and Accommodations 7  \nMisconceptions of Dyslexia 10  \nResources 13  \nReferences 14  \nThis 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.  \nWhat is Dyslexia?  \nThe 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)  \nThe International Dyslexia Association (IDA) , along with the National Institute of Child Health , define dyslexia as:  \n“  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.”  \n-International Dyslexia Association Board of Directors, November 12, 2002.  \nThe 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.  \nThe 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.  \nCharacteristics of Students with Dyslexia  \nDyslexia 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.  \nStudents with dyslexia may possess common areas of strength, which may include , but are not limited to:  \n􀁸 May have strong visual abilities  \n􀁸 May have talents in the areas of mechanical skills, music, art, drama, sports, and creative writing  \n􀁸 May be curious with great imaginations  \n􀁸 May have the ability to “figure things out”  \n􀁸 May seem more mature than their same age peers  \nMany 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.  \nSome of the more common characteristics of dyslexia include","cbCaihhIqrGNa1gw","https://ap.wps.com/l/cbCaihhIqrGNa1gw","pdf",801750,15,"English","# What is Dyslexia?\n## Characteristics of Students with Dyslexia\n## Possible Indicators of Dyslexia at Different Ages\n## Referral and Evaluation Planning\n## Examples of Interventions and Accommodations\n## Misconceptions of Dyslexia\n## Resources\n## References","[{\"question\":\"How does the document define dyslexia?\",\"answer\":\"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.\"},{\"question\":\"What characteristics and strengths may students with dyslexia show?\",\"answer\":\"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.\"},{\"question\":\"What guidance does the paper offer for supporting students?\",\"answer\":\"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.\"}]","Dyslexia Informational Paper - November 2018 - What Is Dyslexia, Characteristics, Indicators, and Support | PDF",1792054900,38]