Dyslexia has been a recognized condition since the late 1890’s. Originally labeled as ‘word blindness’, it classified that strange group of people who could not learn to read despite having no other cognitive issues.  

We now know that dyslexia comes in varying degrees. Additionally, we find that the problem is one that over time increasingly impedes a student’s ability to succeed even when it is mild. For many students, what seemed like a low-average or uneven achievement in reading and/or writing and spelling in the primary grade years, compounds over the years. Eventually, it stifles their achievement levels and exacerbates a low self esteem

The International Dyslexia Association, an excellent resource to assist everyone involved with this issue, provides important information about dyslexia

• Dyslexia is defined by the IDA (2003) as;

“…a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities.”

• The IDA additionally states that dyslexia is a “reading disability that affects up to 20% of the U.S. population.”
• This disability results from a deficit in the phonological component of language that doesn’t fit with his or her other cognitive abilities. In other words, this is NOT a low intelligence issue.
• Lastly, the IDA warns that children with dyslexia often experience reading comprehension issues which lead to a reduced reading experience. In plain speak, they don’t understand what they are reading and the effort to read is exhausting. The typical classroom instruction not only doesn’t address their needs; it further impedes their growth by not addressing their instructional need. In other words, a child’s reading issues become exacerbated over the years as he/she experience less and less quality reading and writing experiences as his/her peers.

For some children, signs are evident in the first grade. For many others, it often becomes more noticeable by the third grade. They begin to struggle more and more with assignments their peers breeze through with ease.  By the time students are in middle school, they shirk reading assignments if they can, stumble while reading aloud, and avoid writing at any cost.

Most disheartening, however, is the impact to a child’s self esteem. To hear a struggling student talk about feeling “dumb” breaks my heart. Simply by working alongside their peers, they have a daily dose of feeling less intelligent. The slow drain on their confidence is harmful, make no mistake about it.

Additionally, it’s simply not accurate or fair to write dyslexia off as a condition of the brilliant and creative mind. Not every dyslexic or struggling student becomes a successful director (Steven Spielberg, diagnosed dyslexic), artist (Pablo Picasso, presumed dyslexic), or business magnate (Richard Branson, diagnosed dyslexic).

Wilson works for those suffering with dyslexia! I have seen it over and over again. What’s even more amazing is that this program works with a variety of struggling readers who aren’t dyslexic, exactly, but have related learning disorders. Wilson recognizes this and has created the Just Words® approach to assist the many children who fall into that gray zone.