Dyslexia can be a hereditary disorder (autosomal dominant with variably penetrance) whose genetic basis was recently discovered (Science: October 14, 1994).  This means that dyslexia is a condition, which is present throughout life such as diabetes.  Thus the consequences impact the educational experience as well as the family of the dyslexic.  Most dyslexics approach school as other children do, with enthusiasm and desire to break the code and learn to read.  However, when other succeed at this task, dyslexics, because of their cognitive or phonological processing disabilities, fail.  Most often the dyslexic, comparing him/herself to others, soon perceives him or herself as ‘dumb’.  This can happen as early as Kindergarten when the ability to recall letters and their sounds becomes an overwhelming task.  Teachers, often unable to recognize dyslexic characteristics, report that the child “is not trying, is lazy, or could do it if they put more effort into the task.”  As this is reported to the parent, more pressure is put on the child to succeed and the parent is not confused and alarmed.  The parent may also think that their child may be a slow learner or unable to learn.  Actually, the reverse is true of the dyslexic child; they are of normal or above normal intelligence.

Public or parochial schools are unable to diagnose or treat the dyslexic condition, so the child continues to fail as (s)he progresses through each grade.  Unable to cope with increasingly difficult materials, the dyslexic usually falls further and further behind.  Homework becomes a nightly struggle of immense proportions and the parent and child increasingly frustrated and angry.

When the child is actually diagnosed as dyslexic the parents and child are relieved to finally have an answer.  When the family has a diagnosis of dyslexia they can finally begin to deal with the problem.  In many cases where young, school-age clients have been diagnosed at the Dyslexia Institutes, one parent often “confesses” that they experienced similar problems during their school experience and on into adulthood.  The experience becomes a shared one where parent and child can now begin to work together in therapy.

Common myths are that dyslexics always reverse letters, or that more males than females are dyslexic.  Reversals are common in the early grades, but if a child continues to reverse letters and/or numbers past the middle of second grade there probably is a problem.  Recent research has shown that dyslexia is as common in females as in male.

A frequently asked question regarding dyslexics is whether they also have ADD (Attention Deficit Disorder) or ADHD (Attention Deficit Hyperactivity Disorder).  The answer is that these conditions can be present along with dyslexia, but not all dyslexics have these conditions.  Approximately 25% of the enrolled clients at the Dyslexia Institute have ADD or ADHD.

 If you have a person who you suspect may be dyslexic, please contact our Clinic for suggestions for classroom modifications and accommodations.