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Frequently Asked Questions

Dyslexia is an inherited condition that is neurological 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 the growth of vocabulary and background knowledge. 

  • Late to talk
  • Mixing up sounds/syllables in words
  • Difficulty recognizing or writing name
  • Trouble learning letters of the alphabet
  • Difficulty connecting sounds to letters
  • Difficulty with rhyming
  • Difficulty with recalling days of the week, colors, etc
  • Slow, choppy, inaccurate reading
  • Difficulty with sounding out words
  • Often guessing at words 
  • Poor spelling
  • Trouble remembering “sight” words
  • Poor handwriting 
  • Little use of punctuation

Strengths

  • Excellent thinking skills, strong problem-solving, curiosity, a great imagination, inventiveness, athletics, great people skills, musically inclined, sound judgment, mechanical skills, global thinkers, very intuitive and sensitive.

 It is not rare—(affects 1 in 5 to some degree).

  • It is not an indicator of unintelligence. Many exceedingly bright individuals (Albert Einstein, Walt Disney, Thomas Edison, …) have/had dyslexia.
  • It is not a visual problem.
  • It does not make people see things backwards.
  • It cannot be outgrown.
  • Dyslexia is diagnosed through a comprehensive evaluation by a qualified professional, such as a psychologist or a specialized educator, which includes assessments of reading, spelling, language, and cognitive abilities.
  • At PDX Reading, we administer a comprehension evaluation that can determine the underlying cause for your child’s learning challenges. Contact us for a free 30-minute consultation.

 Dysgraphia is characterized by:

Writing that is distorted or incorrect. Difficulties with handwriting generally emerge when children are first introduced to writing. They make poorly sized and spaced letters. They may write wrong or misspelled words, despite thorough instruction. Children with handwriting challenges may have other learning disabilities, however, they usually have no social or other academic problems 

In addition to poor handwriting, dysgraphia is characterized by wrong or odd spelling and production of words that are not correct (i.e., using “boy” for “child”).

Dysgraphia is caused by problems with processing information, organizing thoughts, and getting words written on paper. Students with dysgraphia are likely to hate writing. A child with dysgraphia may not even be able to think of what they want to write. A child may be able to express themselves quite well when talking. However, the child may seem unable to write at a level that reflects their thoughts. For example: A child may talk using long sentences such as, “The Apatosaurus was a gigantic dinosaur even though it was a herbivore.” However, the child is likely to write, “The dino was big.”

Do you suspect your child has dysgraphia?  Contact us for a free 30-minute consultation to learn more about our assessment.

  • Dyslexia 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. It can also affect writing, spelling, and speaking.
  • Dysgraphia is caused by problems with processing information, organizing thoughts, and getting words written on paper. It is a challenge that involves difficulties with the physical act of writing. 
  • Dyscalculia is a condition that affects the ability to acquire arithmetic skills. It is characterized by challenges with understanding simple number concepts, number sense, and problems learning number facts and procedures. People with dyscalculia may struggle with math at different levels, including solving basic math problems and more abstract math.
  • Do you suspect your child has dyscalculia?  Contact us for a free 30-minute consultation.

Students feel empowered when they feel safe and supported. There are a few accommodations you can implement that will support your students’ learning in the classroom. 

  • Do not ask a student to read aloud in class unless they volunteer to do so.
  • Access to a calculator when computation is not the learning target.
  • No timed math fact tests.
  • Extra time on tests.
  • No traditional spelling tests. 
  • Allow students to demonstrate content mastery in different ways (demonstration, speech, poster, etc.)
  • Do not deduct for handwriting or spelling.
  • Reduce the amount of copying required.
  • Provide examples of finished work.
  • Break writing assignments into steps.
  • Cue students to listen when something is important. For example, “This is important to know because…”
  • Have a daily routine that doesn’t change.
  • Give a short review before teaching new skills.
  • Check in frequently to ensure understanding.
  • Make written directions very simple and concrete. 
  • Highlight keywords and ideas on worksheets.
  • Break down big projects into smaller pieces with more deadlines.
  • Repeat or rephrase key information throughout the lesson.
  • Speak clearly and slowly when presenting information.
  • Use visual tools to support auditory input, including gestures and images. 
  • Provide a list of key vocabulary and concepts for upcoming lessons.
  • Provide written homework instructions and a homework list for the week. 
  • Audiobooks: Access to audiobooks will allow a student to focus on the content of the reading and provide them with the option of accessing books above their reading level. There are many providers of audiobooks:

Contact us to schedule a technology consultation.

  • “Evidence suggests that phonics teaching is more effective when children are given immediate opportunities to apply what they have learned to their reading (Hatcher, Hulme, & Ellis, 1994); so, for these reasons, we believe that there is a good argument for using decodable readers in the very early stages of reading instruction.” ‘Ending the Reading Wars: Reading Acquisition From Novice to Expert’: Anne Castles, Kathleen Rastle, and Kate Nation
  • Decodable readers are an essential tool in early literacy instruction, especially within structured literacy programs, as they help students apply and practice their phonics skills in context, leading to better reading accuracy and confidence. Decodable readers are specially designed texts that align with a phonics-based approach to teaching reading. They are controlled texts that include words that children can decode using the phonetic patterns and rules they have learned. 

Some key features of decodable readers include:

  1.  Controlled Vocabulary: The text uses a limited set of words that are chosen based on the phonetic elements students have been taught. This allows students to practice decoding skills without encountering too many unfamiliar or irregular words.
  2. Phonics Emphasis: The books focus on specific phonetic patterns, such as consonant-vowel-consonant (CVC) words, blends, digraphs, and other sound-letter correspondences that match the student’s current level of instruction.
  3. Progressive Difficulty: The complexity of the words and sentence structures increases gradually, matching the learners’ growing knowledge of phonics rules and patterns.
  4. Repetition: High-frequency words and phonetic patterns are repeated to reinforce learning and build reading fluency.
  5. Illustrations: Pictures support the text, providing visual context without giving away the words’ meanings, which encourages decoding rather than guessing.
  • We recommend the Phonic Books decodable readers, which are engaging, high-interest books with colorful illustrations that include beginning readers and catch-up readers. The Beginner Readers start by introducing only a few sounds and letters at a time. (For example, Stage 1 introduces only five sounds: s, a, t, i, m). Repetition is included throughout the books to provide ongoing practice. The Catch-Up series is designed for students in grades three and up who have not yet mastered the code. Workbooks offer comprehensive pre-reading and post-reading activities to ensure the student has sufficient practice and rehearsal to embed learning.
  • To learn more about phonic books and to purchase click here.
  • Orthographic mapping is a cognitive process that involves connecting the visual representation of words (their spelling) with their phonological components (their sounds) and meanings. It is a key component of reading development and word recognition.
  • The process includes breaking down a word into its individual phonemes (sounds) and then mapping these sounds to their corresponding graphemes (letters or letter combinations) in the written form. When readers see a word, they decode it by mapping the letters to their corresponding sounds. For example, in the word “cat,” they map the letters “c,” “a,” and “t” to the sounds /k/, /ă/, and /t/ respectively.
  • Over time, with repeated exposure, readers build a mental database of these letter-sound correspondences and whole-word spellings. This helps them recognize words quickly and accurately without needing to sound them out each time.
  • If you are interested in teaching orthographic mapping, check out our letter sound magnets and magnet boards. 
  • Take a look at our YouTube Channel.
  • Learn more about instruction through professional development.

The “Science of Reading” refers to a body of research from cognitive psychology, neuroscience, education, and linguistics that investigates how people learn to read and how best to instruct students. It encompasses findings from studies on reading development, the cognitive processes involved in reading, and the most effective instructional practices. The Science of Reading promotes instructional practices that are grounded in research. This includes systematic phonics instruction, explicit teaching of comprehension strategies, and vocabulary development. To learn more about the science of reading, click here to view our Professional Development courses.

Structured literacy is an instructional approach to teaching reading that is explicit, systematic, and evidence-based. Structured literacy is particularly beneficial for individuals with dyslexia and other reading difficulties, as it provides clear, sequential instruction that helps build a strong foundation in reading skills. Structured literacy focuses on the following key components:

  1. Phonology: Understanding the sound structure of spoken words, including phonemic awareness (the ability to identify and manipulate individual sounds in words).
  2. Sound-Symbol Association: Once students have developed an awareness of the phonemes of spoken language, they must learn how to map the phonemes to symbols or printed letters. The instruction of sound-symbol associations is often referred to as phonics. Although phonics is a component of Structured Literacy, it is embedded within a rich and deep language context.
  3. Syllable Instruction: A syllable is a unit of oral or written language with one vowel sound. Instruction includes teaching of the six basic syllable types in the English language. By knowing the syllable type, the reader can better determine the sound of the vowel in the syllable. Syllable division rules heighten the reader’s awareness that a long, unfamiliar word may be divided for accuracy in reading the word.
  4. Morphology: A morpheme is the smallest unit of meaning in the language. Morphology involves studying the structure of words, including roots, prefixes, and suffixes. The word “instructor”, for example, contains the root “struct”, which means “to build”, the prefix “in”, which means “in or into”, and the suffix “or”, which means “one who”. An instructor is one who builds knowledge in his or her students.
  5. Syntax: Syntax is the set of principles that dictate the sequence and function of words in a sentence in order to convey meaning. This includes grammar, sentence variation, and the mechanics of language.
  6. Semantics: Semantics is that aspect of language concerned with meaning. The curriculum (from the beginning) must include instruction in the comprehension of written language.

Want to learn more about structured literacy? Take a look at our professional development options. 

We can also help you to determine the right support for your child at home. Contact us for a free 30-minute consultation.

Executive functioning refers to a set of cognitive processes that are crucial for managing and directing thought and behavior. Executive functioning involves different aspects of regulation, including behavioral regulation, emotional regulation, and cognitive regulation.

These functions are essential for planning, organizing, problem-solving, and controlling impulses. They enable individuals to effectively manage tasks and navigate complex environments. Executive functioning and ADHD (Attention-Deficit/Hyperactivity Disorder) are closely related, as difficulties with executive functions are a core feature of ADHD.

  • It is common for children with ADHD to also have other learning challenges. AD/HD and dyslexia frequently overlap. It is estimated that 30% of those with dyslexia have coexisting AD/HD. That means they occur together but do not cause each other.  AD/HD is characterized by inattention, distractibility, hyperactivity, and impulsivity.
  • Parents can support their child by becoming informed about dyslexia, advocating for appropriate interventions and accommodations, providing encouragement, and creating a supportive home environment. 
  • Partner with your child’s school to find out what they are working on and how to support them at home.
  • Allow your child to choose books that support their interests.
  • Take your child to your local public library and find books that interest them.
  • Read aloud to your child or take turns reading.
  • Try using decodable readers.
  • For more ideas, take a look at the dice and flashcards in the PDX Reading shop.
  • Speak with your child’s teacher and hear their observations of what they are doing to support their learning, and make a plan together.
  • When a child is struggling with reading, it can be hard to know exactly what is happening. An assessment can help to determine what is causing challenges and identify a child’s strengths. Learn more about our assessment here or schedule a free 30-minute consultation.

IEP stands for Individualized Education Program. An IEP provides individualized special education and related services to meet a child’s unique needs. IEPs are covered by the Individuals with Disabilities Education Act (IDEA).  

To be eligible for an IEP, there are two requirements: 

  1.  A child has one or more of the 13 disabilities listed in IDEA. The law lists specific challenges, like learning disabilities, ADHD, autism,  and others. 
  2. The disability must affect the child’s educational performance and/or ability to learn and benefit from the general education curriculum. The child must need specialized instruction to make progress in school. 

Need guidance? We can help to support you with the steps for getting your child an IEP. Contact us for a free consultation.

A 504 plan is a formal plan developed by schools to provide accommodations to enable students to learn alongside their peers and have equal access to education so they can fully participate in a general education environment.  Section 504 of the Rehabilitation  Act is a federal civil rights law to stop discrimination against people with disabilities. 

To receive a 504 plan, there are two requirements: 

  1. A child has any documented disability.  Section 504 covers a wide range of different struggles in school. 
  2. The disability must interfere with the child’s ability to learn in a general education classroom. 

Section 504 has a broader definition of a disability than IDEA.  (It says a disability must substantially limit one or more basic life activities. This can  include learning, reading,  communicating, and thinking.)  That’s why a child who doesn’t qualify for an IEP might still be able to get a 504 plan. 

The creation of a 504 plan involves a team that typically includes the student’s parents or guardians, teachers, school counselors, and other relevant school personnel. They work together to identify the student’s needs and determine appropriate accommodations. Once developed, the 504 plan is put into action by school staff, who are responsible for ensuring that the accommodations are provided consistently. The plan is reviewed periodically and can be adjusted as needed based on the student’s progress and changing needs.

  • An IEP provides both services in the form of specialized instruction and accommodations to address specific educational needs. A 504 plan is a set of formal accommodations to ensure access to education.
  • The choice between a 504 plan and an IEP depends on the nature of the student’s disability and the level of support they require. Not sure what is right for your child? Contact us for a free 30-minute consultation, and we can help come up with an action plan. 
Do you have any questions?
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