Dyslexia

According to the International Dyslexia Association of Ontario (IDA Ontario):

"Dyslexia is a neurologically-based condition that affects word-level reading accuracy, reading fluency, and spelling."

"It is often described as an unexpected difficulty in learning to read."

The formal definition of dyslexia by the International Dyslexia Association is:

“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.”

"Dyslexia varies in severity and the impact depends on the effectiveness of reading instruction and/or remediation."

I’m a paragraph. Double click here or click Edit Text to add some text of your own or to change the font. This is the place for you to tell your site visitors a little bit about you and your services.

Common Signs of Dyslexia

*Taken from the IDA Ontario website

If your child has one or two of these signs, it does not necessarily mean that he or she has dyslexia.

If your child has several of the signs you might consider having your child formally assessed.

A diagnosis of dyslexia (specific learning disorder) must be made by a licensed psychologist.

Grades K-2

Trouble with rhyming
Difficulty learning letter names and sounds
Not learning phonics readily
Inconsistent memory for words
Can’t remember lists (days, months)
Mispronounces words
Distracted by background noise
Poor retrieval of names for colours, objects
Does not spell phonetically
Frustration, avoidance

Grades 3-4

Reverses letter sequences (soiled/solid, left/felt)
Problems with phonic decoding
Over-reliance on context and guessing to decode words
Poor spelling
Difficulty learning new vocabulary
Symbol confusion ( e.g. arithmetic symbols: =, +, -, x, )

Grades 5-6

Poor spelling, symbolic errors
Poor punctuation, capitalization
Difficulty learning cursive writing
Over-reliance on context to read; poor decoding
Dislike and avoidance of writing and reading

Grades 7-8

Slow reading
Can’t decode new vocabulary
Poor spelling
Difficulty organizing written compositions
Word confusions

Grade 9+

Written language skills less developed than reading comprehension
Poor spelling and ‘mechanics’ of writing
Difficulty learning a second (or third) language
Slow, minimal, or disorganized writing