“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.” International Dyslexia Association
There are several different statistics about the number of Americans who have dyslexia. Commonly, 15-20 percent is the accepted estimation. While boys are much more likely to be identified in the school setting and somewhat more likely to be identified outside of school, research indicates there is no significant difference between the sexes in the prevalence of dyslexia. Like any other condition, the impact of dyslexia on the individual varies from minor to significant.
Students with dyslexia require multisensory structured language education. Instruction that simultaneously uses visual, auditory, kinesthetic, and tactile methods of teaching will be most effective. Instruction needs to be presented in an ordered fashion and be explicit in delivery. Interventions should be Orton-Gillingham based.
With proper instruction, students with dyslexia can successfully learn to read. The impact of dyslexia varies from student to student so the length of an intervention will also vary. Some students may move through a program quickly, other students may require more repetition and move more slowly. Unfortunately, it is sometimes discovered that a specific program is not effective for a student and another option needs to be explored. Dyslexia is not "cured" but people with dyslexia can become effective readers.