Originally published as “Dyslexia, Reading Disabilities & Common Sense”
Many moons ago when I started out, I don’t remember feeling overwhelmed by the lack of common sense that seems to exist in the field of helping children with early reading skills. Today, though, there seems to be a short supply of common sense.
Caring, sensitive parents will come in to see me seeking direction for their child. Reviewing the various assessments that’s been done, I will typically see areas of need that have not sufficiently been addressed. Usually this rests in the core skills of reading, spelling and writing.
Yet, no one is helping these kids to develop their reading skills.
That’s where common sense seems to break down.
Why are the kids not getting what they need?
Essentially, the parents are told something about the child’s IQ and the lack of a discrepancy between his score and achievement levels.
Basic Reading Skills – The Problem of the 30th Percentile
If your reading skills are around the 30th percentile, you probably don’t feel too happy about it – or very secure. Yet, the 30th percentile is in the lower portion of the “average range.” Therefore, children are not likely eligible for receiving any special assistance or direct remediation strategies.
A child who is in the 30th percentile (or less) for word decoding and oral reading skills (reading fluency), needs help. This is common sense.
Why Schools Can’t Approach English Remediation
Please understand, I am not blaming schools or special education teams with this view of common sense. Most teams want to help children, but each state’s special education code holds them back. While a team may want to help kids develop their reading skills, their hands are tied by the criterion used to identify children.
On a related note, nothing in the accepted clinical definition of dyslexia talks about a discrepancy with IQ. This definition, though, is largely not the one’s used in any given state’s code.
Here’s the definition:
Dyslexia is a specific learning disability that is neurological in origin. Difficulties with accurate and/or fluent word recognition, and poor spelling and decoding abilities, characterize this condition. These difficulties typically result from an unexpected deficit in the phonological component of language 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 (NICHD).
Sound like anyone you know? Perhaps they should consider asking questions like “how to get disability insurance?” and other similar queries.
Targeting Skill Areas to Improve Reading Skills
If your child is having trouble with “accurate and or fluent word recognition,” then whatever IQ number has been identified doesn’t matter, and those skills need targeted attention.
Try a new remediation intervention: target skill areas with a laser focus. Simplify your approach and apply common sense!
Takeaway Point: Targeted Interventions
Your state code may not find the child to be eligible to receive services in the school. Find someone outside of school who understands such targeted interventions, and focus on the skill domain.
Not in the South Jersey area? For a free 15 Minute Consultation, contact Dr. Selznick: email – firstname.lastname@example.org.
To receive free newsletter and updates, go to: www.shutdownlearner.com.
Tags: Learning Disabilities, Dyslexia, Reading Disability