"Dyslexia is the most common learning disorder on the planet, affecting about one in five individuals, regardless of age or gender. Dyslexia is also very common, affecting 20 percent of the population and representing 80 – 90 percent of all those with learning disabilities. Scientific research shows differences in brain connectivity between dyslexic and typical reading children, providing a neurological basis for why reading fluently is a struggle for those with dyslexia." Dr. Sally Shaywitz, M.D.
According to Dr. Sally Shaywitz, "Dyslexia can’t be “cured”—it is lifelong. But with early screening, early diagnosis, early evidence-based reading intervention and appropriate accommodations, dyslexic individuals can become highly successful students and adults."
"Dyslexic children and adults struggle to read fluently, spell words correctly and learn a second language, among other challenges. But these difficulties have no connection to their overall intelligence. In fact, dyslexia isan unexpected difficulty in reading in an individual who has the intelligence to be a much better reader. While people with dyslexia are slow readers, they often, paradoxically, are very fast and creative thinkers with strong reasoning abilities."
According to the International Dyslexia Association, dyslexia is 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.
"Going back to the 2019 National Assessment of Educational Progress data, as many as 34% of 4th graders had not achieved even the most basic rudimentary skills in reading. But schools identify less than 4%. It is obvious that schools are failing to diagnose the great majority of dyslexic students, children who could and should be helped." Dr. Sally Shaywitz, M.D.
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