Dyslexia: E-Articles from The Reading Teacher (International Literacy Association Hub)

Abstract
Dyslexia is a neurological language-based learning disability. Several legislative bills related to dyslexia have recently been introduced in the United States so dyslexia can be understood and interventions in reading instruction can be provided. Studies have shown measurable improvements in the language areas of the brain's left hemisphere after reading interventions with students with dyslexia, and multisensory teaching strategies can be the difference between academic success and academic failure and frustration. Effective methods for working with students with dyslexia support an explicit, systematic, cumulative, and multisensory approach that integrates listening, speaking, reading, and writing and emphasizes phonology, orthography, syntax, morphology, semantics, and the organization of spoken and written discourse. The author shares what dyslexia is not, what it is, and how literacy teachers can support their students with dyslexia.

Abstract
Dyslexia is a disorder of the language-processing systems in the brain. It is a specific learning disability in reading that often affects spelling as well. This article describes

Common characteristics experienced by people with dyslexia or reading disabilities

Common misconceptions about dyslexia

What brain research tell us about reading disabilities

What this information means for teachers and parents

The identification of a child with dyslexia is difficult for parents and teachers. Having information about the likely explanation for and potential cause of students' difficulties often relieves many fears and uncertainties about how to think about providing instruction that is relevant and effective.