Dyslexia is a lifelong, neurobiological learning difference that affects reading and language processing. It is not related to intelligence, effort, or vision. With the right support, individuals with dyslexia can thrive in school, work, and life.

No, individuals with dyslexia may have problems in areas other than reading. Specifically, they may have difficulties expressing themselves in spoken as well as written formats. They may also have problems in mathematics (particularly remembering and retrieving math facts) or in learning a second language. They can also have social and/or emotional problems that are secondary to dyslexia.

Yes. Although early intervention is key, it is never too late for individuals with dyslexia to learn to read, process, and express information more efficiently. Research shows that programs utilizing Structured Literacy instructional techniques can help children and adults learn to read.

No, lack of intelligence or motivation does not cause dyslexia. Dyslexia can be accompanied by both high and low intelligence and strong and limited motivation.   

No. Dyslexia is found across the world. It knows no cultural, language, or socioeconomic boundaries.  

Dyslexia is thought to be one of the most common language-based learning disabilities. It is the most common cause of reading, writing, and spelling difficulties. Of people with reading difficulties, 70-80% are likely to have some form of dyslexia.

Structured literacy (SL) is an approach that emphasizes highly explicit and systematic teaching of all essential components of literacy. These components include foundational skills (e.g., decoding, spelling) and higher-level literacy skills (e.g., reading comprehension, written expression). SL also emphasizes oral language abilities essential to literacy development, including phonemic awareness, sensitivity to speech sounds in oral language, and the ability to manipulate those sounds. SL prepares students to decode words explicitly and systematically. This approach not only helps students with dyslexia but there is substantial evidence that it is effective for all readers

Structured literacy lessons are explicit and systematic in nature. Concepts are taught using direct instruction and modeled when necessary. The elements of language are taught sequentially with intensive practice and continual feedback. Reading instruction using the SL approach should be cumulative, that is, lessons build on previous knowledge, moving from simple to more complex concepts. Frequent assessments and progress monitoring are used to inform instruction and corrective feedback is provided. During each lesson, meaningful interactions with language must occur and students are given multiple opportunities to practice tasks. Lesson engagement is crucial during teacher-led instruction and independent practices are monitored. Lastly, a supportive learning environment where student effort is encouraged allows students to gain the self-confidence and motivation needed to gain mastery of skills. 

An SLDS is knowledgeable about the following essential concepts, as assessed by the Knowledge and Practice Examination for Effective Reading Instruction (KPEERI): language and reading development,  the structure of language, how to recognize and intervene on behalf of reading difficulties, how to utilize screening, diagnostic, and progress monitoring measures to
support the attainment of improved reading outcomes, how to plan, deliver, and manage the provision of systematic, explicit, cumulative reading and writing lessons, and the importance of upholding ethical professional practices.

A SLDS has demonstrated the ability to impact students’ reading profiles positively, and serve the remedial reading needs of off-track students and readers with profiles characteristic of Dyslexia and have  successfully completed a supervised practicum experience with an IDA Accredited Provider.  

1. Clinically Diagnostic and Prescriptive – Review comprehensive evaluation reports and academic samples, then administer academic skills assessments for baseline documentation. Throughout Multisensory Structured Language therapy sessions, student performance informs diagnostic and prescriptive interventions to create a high level of accuracy, fluency, and understanding for independence in written language skills.

2. Skilled in Multisensory Structured Language – Integrate visual, auditory, and motor processing with explicit understanding of the structure of the English language, which provides a solid foundation in written language skills.

3. Intensive – They provide expert, skilled one-to-one or small-group intervention, with high frequency over a sustained period of time, which links explicit understanding, repeated practice, and performance to develop accurate and fluent reading with comprehension.

4. Results-Driven – Certified Academic Language Therapists enable explicit understanding and application of the structure of the English language (phonology, morphology, syntax, semantics, pragmatics, and orthography), to create the foundation for age-appropriate oral and written language, including reading accuracy, fluency, and comprehension, spelling, and written expression.