Dyslexia Defined

Simply put, dyslexia actually means, “difficulty with language.” People with dyslexia experience greater-than-average difficulty with learning to read, write and spell.

The official definition of dyslexia, adopted by the International Dyslexia Association, is as follows:

IDA 2025 Definition of Dyslexia

“Dyslexia is a specific learning disability characterized by difficulties in word reading and/or spelling that involve accuracy, speed, or both and vary depending on the orthography. These difficulties occur along a continuum of severity and persist even with instruction that is effective for the individual’s peers. The causes of dyslexia are complex and involve combinations of genetic, neurobiological, and environmental influences that interact throughout development. Underlying difficulties with phonological and morphological processing are common but not universal, and early oral language weaknesses often foreshadow literacy challenges. Secondary consequences include reading comprehension problems and reduced reading and writing experience that can impede growth in language, knowledge, written expression, and overall academic achievement. Psychological well-being and employment opportunities also may be affected. Although identification and targeted instruction are important at any age, language and literacy support before and during the early years of education is particularly effective.”

Some important points in the above definition: Dyslexia originates because of differences in the brain. It is NOT related to intelligence and it often may be indicated when a person has normal or even gifted intelligence and the provision of good classroom instruction (including phonics). If additional reading help and “trying everything,” does not yield significant improvement, consider the possibility of dyslexia and the need for research-based intervention (see below) that has been proven to work.

What is Orton-Gillingham?

Dr. Samuel Orton (1879-1948) was a neuro-psychiatrist who first determined that the condition we term dyslexia is genetic and could be treated via the right educational interventions. His findings and approach have been validated through much subsequent research.

Anna Gillingham (1878-1963) was an educator and master of the English language. She assisted Dr. Orton by developing instructional materials based on his findings.

Orton-Gillingham instruction is not a program, but a teaching approach. It is multi-sensory, using a student’s visual, auditory and kinesthetic pathways simultaneously, to help overcome visual and auditory processing difficulties and strengthen memory of taught material. It is structured, sequential and cumulative. Steps are taught logically, moving from simple to complex, with much practice and review. It is cognitive, as students learn why and how they learn best. All rules and sounds are directly and explicitly taught and learned to mastery. It is also individualized and throughout each lesson, I diagnose (make note of areas of need) and use that to prescribe further practice, or determine success.