Persistent Myths About Dyslexia In 1994, the National Institutes of Health (NIH) released the results of their 14-year longitudinal study and specific research projects. The research projects have been independently replicated, have yielded the same results, and the results from these 18 university-based research centers are converging into a consistent model of dyslexia. Yet most people are unaware of these results. So as a parent or advocate, you will encounter the following myths frequently. Be prepared to refute these myths with solid, scientific evidence from either the NIH results, 20 years of reading research compiled by Marilyn J. Adams in her book Beginning to Read: Thinking and Learning about Print, and the paper by Louisa Moats and Reid Lyon in Topics in Language Disorders entitled "Wanted: Teachers with Knowledge of Language." Dyslexia does not exist. Dyslexia is a "catch all" term. Intelligence and ability to read are related. Therefore if someone doesn't read well, they can't be very smart. Also, gifted children cannot be dyslexic or have other learning disabilities. Dyslexia is rare (5% or less). There is no way to truly diagnose dyslexia. Dyslexia cannot be diagnosed until a child is 8 to 11 years old. Many children who experience reading and writing problems in kindergarten through third grade will outgrow those problems. These children are just developmentally delayed. Repeating a grade will often help children gain skills because it allows them to mature and become developmentally ready to read. Children outgrow dyslexia. Dyslexia is a visual problem. Therefore, vision therapy, eye tracking exercises, and/or colored lenses will solve the problem. Children with dyslexia see things backwards. Dyslexia only affects children who speak English. Dyslexia affects four times more boys than girls. All children who reverse b's and d's or p's and q's have dyslexia. If a child does not "mirror write" or reverse letters and numbers, he/she does not have dyslexia. The way to help a child to read is to force him or her to read at least 20 minutes a day. Dyslexic children will never read well. It is best to teach them to compensate. If you don't teach a dyslexic child to read by age 12, it is too late. They won't be able to learn to read after age 12. Myths about Schools Children with learning disabilities, including dyslexia, are almost always identified and treated in resource programs. If a child does not qualify for a special education program, he or she does not have a learning disability. Most resource specialists are highly trained in dyslexia and its remediation methods. Most teachers have been trained about learning disabilities as part of their certification. Ten Myths Many Teachers Believe These ten myths are but a few of the many listed on the Ennis Cosby website, in the Teacher section. Visit that website at http://www.hellofriend.com/ Myth: Innate intelligence is probably the best predictor of student learning and achievement in schools. Reality: Hard work and effective teaching are the primary predictors of student achievement. Myth: "Normal" means being able to learn the same things that other kids of the same age learn, in the same way, at the same time, at the same rate. Reality: There are many different ways to learn. The world is a better place because we are not all the same. There are advantages to thinking in different ways. Myth: There is usually one correct answer and one best way of finding it. Reality: There are many ways to succeed. There can be successful elements in wrong answers and unsuccessful work. Myth: Mistakes mean you haven't learned or studied carefully enough. Reality: Mistakes are natural steps in learning and can point the way to success. Myth: Students have an opportunity to show what they know on the test. Reality: Students should have many opportunities and ways to show what they have learned. Myth: Faster is better. Doing things faster means you are smarter. Reality: It is not how quickly, but how well you learn, that counts. Myth: The best students are independent. They don't need or ask for assistance. Help makes you dependent. Reality: Good students are interdependent. They ask for and give help. They look for detailed feedback on their work. Myth: There are some students who just can't learn. Some students just don't have what it takes. Reality: All students can improve, even in their areas of weakness. Good teachers don't give up on students. Myth: Students who don't succeed in school need a dose of the hard reality that awaits them in the real world. Reality: Sarcasm, shame, and humiliation are inappropriate ways of addressing the needs of struggling learners. Myth: Students who do poorly in school would be more successful if they were more motivated. Reality: Students who do poorly in school would be more motivated if they had more success. Myths about Classroom Modifications Explanation: Classroom modifications are made by teachers in mainstream classes to allow students with disabilities to learn and to demonstrate their knowledge. For a listing of the most commonly requested modifications, take a look at our Teaching Methods That Work page. Here are the myths regarding classroom modifications: Only children who qualify for special education can get classroom adaptations. If a teacher adapts for one student, it is unfair to all the others. If a teacher reduces homework assignments, the student should never be able to make an "A" since all of the other students had to do the entire assignment. If children are allowed to use a computer, they are never going to learn to spell. Children need to learn how to survive in the "real world." Therefore, we are doing harm by adapting. Allowing extended time to learning disabled students on tests isn't fair because it gives them an extra advantage. Now that you're familiar with the persistent myths about dyslexia, discover the facts that 15 years of research by the National Institutes of Health have revealed.
		Related Links: Without special training, teachers lack basic skills needed to teach dyslexics Buzzwords:  Phonemic Awareness