Dyslexia is a hereditary language processing disorder caused by an inability to break words into phonemes or distinct units of sound. It is estimated that 15-20% of the population has a language-based learning disability, dyslexia being the most common form (1 in 5 children, according to a Yale study).

Dyslexia causes difficulties in fluent word recognition, decoding, spelling, writing, organization, and retention. Due to weak phonemic awareness, students may omit, substitute, reverse, or incorrectly add sounds or letters.  The academic performance of a child with dyslexia is often uneven, and their ability to perform language tasks well tends to vary from one day to the next.

Because our brains take in information through the five senses, most of us learn more efficiently when information is presented in a multisensory fashion. Research states that the best interventions for those with dyslexia are those that use multisensory methods to teach spelling rules (orthography), word patterns, phonology, and vocabulary development. The Lindamood Phoneme Sequencing (LiPS) program is a multisensory, research-validated approach used to teach reading, spelling, and speech to those with reading difficulties. LiPS strengthens the sensory-cognitive functions needed for reading and comprehension. It teaches students to identify and discover what they see, feel, and hear when their mouths produce language sounds. Once phonemic awareness is solidified within the program, students advance to reading and spelling with letters.

Karen has over ten years of experience as a reading tutor, and has seen the LiPS program work wonders with both beginning readers and students with dyslexia.

As is true with all learning disabilities, early intervention to help those with dyslexia can make a lifelong impact.

The following difficulties are possible signs of dyslexia:

• Inability to put sounds together to make words
• Difficulty sounding out unknown words
• Difficulty with spelling
• Inability to remember sight words
• Struggling to remember rhymes and rhyming songs
• Difficulty hearing the differences between short vowels (sit/sat) or similar sounding consonants (bat/pat; sat/sad)
• Confusing letters that look the same (b/d/; p/q/; m/n; f/t)
• Difficulty remembering the details of what has been read
• Confusion between left and right
• Weak short term memory
• Sequencing difficulties (e.g., days of the week)
• Difficulty with word retrieval and naming of familiar objects
• Processing speed issues
• Difficulty with some areas of math (memorizing math facts, solving multi-step operations, reading word problems)
• Problems with spatial orientation

Students who begin tutoring are screened using assessments to identify their current knowledge and the best course of instruction for them. Assessments can identify strengths and weaknesses in the following areas:

• phonological awareness
• letter recognition
• spelling
• decoding and encoding skills
• reading level
• reading comprehension

Deficiencies in any of these areas can be an indicator of dyslexia; however, formal assessments by a licensed professional are required to officially diagnose dyslexia. Diagnosis can occur as early as kindergarten and early intervention can make a significant difference in the long term.

Spark Tutoring has compiled a list of resources that are available to parents and professionals seeking additional information about dyslexia and learning disabilities. The following organizations provide links to publications, articles, books, service providers, online forums and support groups.

• International Dyslexia Association (IDA) is a non-profit organization dedicated to helping individuals with dyslexia, their families and those that support them. In addition to a vast amount of information, parents can become members of IDA to receive quarterly publications, updated monthly IDA events, and parent networking.
• The Yale Center for Dyslexia & Creativity serves as a nexus for research on dyslexia, and is as well a leading source of advocacy and information to better the lives of people with dyslexia. This site offers wonderful resources for parents.
• Headstrong Nation, a California based, non-profit organization, is dedicated to a radical new approach to dyslexia. They empower adult dyslexics to own their dyslexia, to understand it, and to develop new ways of learning and working based on their individual profiles. Their website includes a dyslexia indication checklist, information on how to prepare for an IEP meeting, a sample of a “request for referral” letter, and ideas for classroom accommodations.
• Learning Disabilities Association of America (LDA)  Since 1963, LDA has provided support to people with learning disabilities, their parents, teachers and other professionals with cutting edge information on learning disabilities, practical solutions, and a comprehensive network of resources. This site is packed full of short, informative articles. They have a great section called Beyond the Classroom which provides articles of interest related to activities: tutoring, summer activities, special education expenses, social skills and more.
• National Center for Learning Disabilities (NCLD) offers a nationwide listing of schools, summer programs, assessment and treatment centers, and parent support groups that serve individuals with learning disabilities. Their section called “Friends of Quinn” is an on-line community that offers information and support to young adults. Children can watch interviews of famous people with dyslexia or learning disabilities.

 Local Organizations

• Western Institute for Neurodevelopmental Studies and Interventions (WINSi), located in Boulder, CO., provides multidisciplinary diagnostic and treatment services to children and adults with learning disabilities, Attention Deficit/Hyperactivity Disorder, and related behavioral disorders. The intensive cognitive rehabilitation program includes speech/language therapy, psychotherapy for children and their families, occupational therapy, and specific therapies for higher-order language, mathematics, and learning to write.
• International Dyslexia Association - Rocky Mountain Branch supports those living with dyslexia, language and literacy challenges by providing research-based education and resources to individuals, families and educators. Through their seminars, conferences, and workshops, this branch focuses on standards and practices for service providers, in addition to advocacy, family support, referral services, and community resources. 
• The Dyslexia Resource Group (DRG) is dedicated to providing education, support, and voice for families of students with dyslexia in the Denver metro area. DRG sponsors speakers and workshops for families and educators, offers testing referrals, provides IEP/504 support and a world of research based information.

Many of the descriptions above are drawn from the listed organizations' websites.