Some myths about dyslexia
Dyslexia does not exist or if it does, it is extremely rare
Dyslexia is one of 5 different types of learning disabilities identified in P.L. 94-142, which is special education law now known as IDEA. Dyslexia is considered to be the most, well researched of the learning disabilities and accounts for approximately 80% of all learning disabilities. The National Institute of Health estimates up to 20% of the population to have some level of dyslexia.
Dyslexia is a catch-all term for several types of learning disabilities
Back in the 1960’s this may have been true. At that time, dyslexia was not well researched and there were lots of proposed therapies out there that were expensive and ineffective. But beginning with a mandate from Congress in the early 1980’s, the National Institute of Health set up several dyslexia research centers in prominent universities across the country. Over 20 years, the research was conducted and replicated with the results of the research released in 1994. The Connecticut Longitudinal Study is a seminal work in this area.
School Psychologists are trained to identify dyslexia
This is simply not true. They have been trained to use a discrepancy model to identify “learning disabilities.” Most school psychologists have had no training in the identification of dyslexia. Those that have been trained are asked by their districts to not use the term “dyslexia.” Therefore, parents have had an extremely difficult time getting appropriate help for their child having dyslexia, or even understanding that their child’s academic difficulties is indeed due to dyslexia.
Many children who experience reading and writing problems in kindergarten will outgrow those problems
This is usually the exception. Children having difficulty in kindergarten will continue to have difficulty in the 1st, 2nd and 3rd grades. Early intervention is the key. The National Institute of Health found that 95% of poor readers can be brought up to grade level if they receive effective, early help using an Orton-Gillingham based program for reading and spelling instruction.
Repeating a grade will often help children gain skills because it allows them to mature and become developmentally ready to read.
The National Association of School Psychologists has held to the position that the practice of retaining children has been shown to be ineffective in meeting the needs of children who are academically delayed. Repeating a grade will not help a child having dyslexia. Without an appropriate program, these children will continue to experience school failure.