2. Myth: Reading is a Natural
Process
There is no “reading” area of brain
Reading is a complex process
involving many areas of the brain
People develop new circuits in the
brain as they learn to read
3. 5 Areas of Reading Identified
by National Panel of Reading
Phonemic awareness
Phonics
Fluency
Vocabulary
Comprehension
4. Myth:
Students with reading
difficulties cannot be identified
until at least 2nd grade
Research demonstrates that early
intervention can actually make
changes in brain function that may
prevent long term difficulty
5. Early Symptoms of
Reading Difficulty
Delayed speech
Mispronouncing words
Disinterest in rhymes, words that begin
alike, and other word play
Difficulty learning letters and sounds
Slow or inaccurate word retrieval
Difficulty remembering spoken directions
6. Myth:
Dyslexia means seeing
words backwards
Actually . . . .
The majority of reading
difficulties are phonologically
based— an inability to hear and
manipulate sounds within
words
7. Important Facts about
Dyslexia
Originates in the brain
Characterized by slow or inaccurate reading
Can affect spelling, reading, and even math
Caused by underlying deficits in phonological processing (and
rapid naming)
May result in secondary problems in reading comprehension
Does not include, but can be accompanied by, emotional
difficulties brought on by the frustration and failure of the
student
8. Goal: All Children
Reading
With early identification and remediation, many
reading problems can be avoided
All primary teachers, reading specialists, and
special education teachers should know:
How to use research based, structured, explicit instruction
to teach decoding skills to all children
How to identify struggling readers
How to use proven intervention techniques
We know what to do; now we have to do it!
