awareness will prompt support on what has been considered
by many parents as an overlooked disability.
Without proper identication, dyslexia does not often become
evident to others until grade three, the time when students
are expected to read with accuracy and uency, and a clear
indication exists that some are falling behind in reading. For these
students, what may have started with challenges in recognizing
the relationship between sounds and letters, rhyming, or blending
sounds together to read simple words like ‘cat’, ultimately impacts
all aspects of reading. By grade three, the dyslexic student may
experience impaired self-condence, poor association with reading,
and social embarrassment in the classroom. Reading aloud, taking
tests, and completing homework can become a daily struggle.
Early identification is key. Intervention in the K-2 school
years can assist students in building a strong foundation for
reading through explicit instruction, better preparing them
to tackle grade-level content and preventing the gap from
widening. In fact, nationally recognized authorities on reading
intervention suggest that even an inexpensive screening
process can identify at-risk children in mid-kindergarten with
85% accuracy and if intervention is not implemented prior to
age 8, the probability of reading challenges into high school is
75%. Findings from screenings can be used to make informed
decisions about intervention and progress monitoring.
One of the International Dyslexia Association’s top advisors,
Dr. Louisa Moats, believes that learning to read is a complex
linguistic achievement, and cannot be addressed in a few short
weekly lessons. She says: “When it comes to dyslexia, access
to specic interventions delivered by highly trained individuals
is critical. Teaching reading is a job for an expert.”
Hence, it is recommended that students who have signicant
reading challenges should be evaluated by a professional and
receive the proper attention to develop tools and strategies to
decode words in print at the earliest possible age. However,
we can postulate that the dyslexia-specic language in the
state laws is a step in the right direction and that the universal
screening, improved preparedness of teachers, and a closer
look at scientically proven interventions will pave the way for a
brighter future for all students.
For more information about dyslexia and the laws in our
state, please visit: dyslexiaida.org/, fl.dyslexiaida.org/, or
www.senate.gov/Session/Bill/2017/7069 today!
• Dr. Kirstina Ordetx is a developmental specialist,
who educates and conducts research on instructional
approaches and strategies to help children and adolescents
who face language-based learning differences and related
exceptionalities to overcome their academic and socialemotional
challenges. She is the Head of the Pinnacle
Academy and Executive Director of the Therapy and Reading
Practitioner and a Board Member for the International
Dyslexia Association Florida Chapter.
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/dyslexiaida.org
/fl.dyslexiaida.org