Early Identification and Intervention: A Path to Overcoming Dyslexia

Josh Morgan
Jun 3, 2024
3 min read

Updated: Jun 4, 2024

As an educator in the field and currently undergoing training to become a Certified Academic Language Therapist (CALT), I am deeply committed to understanding and addressing the needs of students with dyslexia.

A powerful quote from Sally Shaywitz’s Overcoming Dyslexia resonates deeply with me:

“It is now possible with a high degree of accuracy to screen for and then identify children with dyslexia early on and to treat and remediate their difficulties, helping them learn to read.”

This statement encapsulates a crucial breakthrough in our approach to dyslexia, emphasizing the importance of early identification and intervention. Let's explore the implications of this insight for parents, teachers, schools, and districts.

Implications for Parents

For parents, this revelation offers a beacon of hope. Early screening and identification mean that children can receive the support they need before falling significantly behind their peers.

As a parent, it is vital to:

Be Proactive: If you suspect your child may have dyslexia, seek an assessment early. Early diagnosis is key to effective intervention.
Get Informed: Educate yourself about dyslexia. Understanding its signs and implications will empower you to advocate effectively for your child.
Collaborate with Educators: Work closely with teachers and specialists to ensure your child receives appropriate support and accommodations.

Parents should also understand that dyslexia is not an indicator of low intelligence or lack of effort. With the right interventions, children with dyslexia can thrive academically and beyond.

Implications for Teachers

For teachers, the ability to screen for dyslexia early on transforms the educational landscape. It requires a shift from reactive to proactive strategies in the classroom.

As an educator undergoing CALT training, I am learning to:

Recognize Early Signs: Be vigilant in identifying early indicators of dyslexia, such as difficulties with phonological processing, reading fluency, and spelling.
Implement Evidence-Based Interventions: Utilize structured literacy programs that are designed to meet the specific needs of dyslexic learners. Programs like Orton-Gillingham and the Wilson Reading System are examples of effective approaches.
Differentiate Instruction: Tailor teaching methods to accommodate diverse learning needs, ensuring all students receive the support necessary to succeed.

Ongoing professional development is essential. Teachers should continuously update their knowledge and skills to provide the best possible support for their students.

Implications for Schools

Schools play a critical role in facilitating early identification and intervention for dyslexia.

To support students effectively, schools should:

Adopt Universal Screening: Implement school-wide screening processes to identify at-risk students as early as possible.
Provide Specialized Training: Ensure that teachers and staff receive training in dyslexia awareness and intervention strategies.
Create Supportive Environments: Develop programs and resources that cater specifically to the needs of dyslexic students, including individualized education plans (IEPs) and access to reading specialists.

Schools must foster an inclusive culture that recognizes and supports the diverse learning needs of all students.

Implications for Districts

At the district level, leadership and policy play pivotal roles in addressing dyslexia.

Districts should:

Allocate Resources: Invest in training for teachers and specialized staff, as well as in resources and materials for effective intervention.
Monitor Progress: Establish systems to track the progress of students with dyslexia and adjust strategies as needed.
Promote Awareness: Advocate for dyslexia awareness within the community, ensuring that parents, teachers, and administrators understand the importance of early identification and intervention.

Districts must lead by example, prioritizing the needs of dyslexic students and ensuring that every school is equipped to support them.

Moving Forward

Sally Shaywitz’s insight into the potential for early identification and intervention in dyslexia represents a significant advancement in our educational approach. As an educator and future Certified Academic Language Therapist, I am dedicated to leveraging this knowledge to make a positive impact on my students’ lives. By working together—parents, teachers, schools, and districts—we can ensure that every child with dyslexia receives the support they need to overcome their challenges and achieve their full potential.

At Morgan Learning, we are committed to fostering an educational environment where all students can thrive.

Through dedication, knowledge, and collaboration, we can turn the promise of early identification and effective intervention into a reality for every child with dyslexia.

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