“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.” 

(International Dyslexia Association (IDA))

• Dyslexia is a genetic learning difference; it is inherited from family members. 

• Not all people with dyslexia are affected in the same way. Some experience mild difficulties, while others face more moderate or severe challenges. 

• The brains of dyslexic and non-dyslexic people are different, and they respond differently to information. 

• These brain differences cause dyslexic children and adults to struggle with reading, writing, and spelling to varying degrees. The struggles are unexpected because they do not reflect the person’s overall abilities or intelligence. For example, a dyslexic child might have above-grade-level listening comprehension skills but struggle to comprehend a grade-level, or below-grade-level, passage that they read. 

• Dyslexia affects a learner's ability to learn how to read, write, and spell in any language. Many dyslexic children struggle to learn a second language. For English language learners or bilingual students, dyslexia will be apparent in both languages.

• Without appropriate instruction and support, dyslexic students struggle to access their education, no matter how intelligent they are. 

• With appropriate Orton-Gillingham based, dyslexia-specific instruction/intervention most dyslexics can become competent readers, who can access their education. 

• The Orton-Gillingham based approach has been successfully used with dyslexic students for approximately 100 years. It has more recently been referred to by different names including dyslexia-specific instruction/intervention, multi-sensory structured literacy education (MSLE), and even multi-modal structured literacy education. 

• For the sake of consistency and to avoid ambiguity, Dyslexic Minds 901 will refer to this instructional approach using the names of its authors (Orton-Gillingham) and/or the language of the TN Say Dyslexia legislation (dyslexia-specific instruction/intervention). 

• Dyslexic Minds 901 does not endorse any specific instructional program or training organization. However, we do recommend the use of evidence-based, dyslexia-specific interventions, such as those which employ the Orton-Gillingham approach, with fidelity. These interventions should be delivered through direct and explicit instruction by instructors who have had specialized training on how to implement them with fidelity.