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Why Understanding Dyslexia Matters

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This is the introduction of the MindShift Guide to Understanding Dyslexia . You can find the remaining chapters and a complete printable PDF of the entire guide by clicking here .

Stubborn. Not working to potential. Lazy. Unintelligent. For many students sitting in classrooms right now struggling to read, they have already heard these words, or thought them about themselves. Yet no matter how hard they try, when these same students look at the page of a book or worksheet, the letters seem to move around and shift. Was the word pit or tap ? Their or through ? For others, words come together so slowly to form coherent sentences, the first test question is barely answered when the rest of the class is nearly finished.

This is the daily given for students with dyslexia , a biological, brain-based reading condition connected to speech and language that makes reading words and sentences extremely difficult.

Experts estimate that anywhere between 5 and 20 percent of school children have a form of dyslexia. Dyslexia is, in fact, the root of 80 percent of all learning disabilities, and yet in many families, schools, and even businesses, it’s still profoundly misunderstood.

Dyslexia shows up most often inside schools, where most children learn to read. But because of the complex intersection of individual brains, scientific research, state legislation, district requirements and teacher education, there’s no universal understanding of how to recognize and identify dyslexia, screen for it, and aid students who struggle to read because of it.

Due to the host of identifying and diagnosing issues, many kids slog through school not knowing they have a learning difference, and an estimated 40 million American adults suffer from dyslexia, though experts guess only 2 million are aware of it.

Yet, understanding, recognizing, and providing intervention for students with dyslexia has never been more important than right now.

Ours is an age of rapid acceleration of technological, demographic, and economic changes that are overturning industries and cultures. And until dyslexia-supportive technologies (discussed in Chapter 5) are fully accepted, embraced, and utilized in workplace environments, being able to read and write will continue to be a crucial skillset for success not only in school but also in life beyond school:

• As more and more jobs rely on computers, workers need basic literacy skills even to do such work as operating and repairing machinery.
• As more learning systems migrate online , workers who must learn new skills to keep their current positions will need sufficient literacy to use systems that may not be dyslexia-supportive.
• CEOs and experts have said that higher-order thinking skills like creativity, problem-solving and critical thinking are now critical to success—and absent supportive technologies. Such higher order skills will still require the involvement of visual reading comprehension.

And for those who don’t have the benefit of early intervention? Many face a lifetime of debilitating consequences: statistically, students who can’t read at grade level by third grade are four times more likely not to finish high school; one in five students with a learning disability will drop out.

Dropping out of high school, coupled with reading disability, especially for poorer students, can be a cocktail of negative effects. Nearly half of incarcerated adults don’t have a high school diploma, and 60 percent of the prison population is functionally illiterate. According to a study performed on inmates in Texas, about 48 percent of inmates have dyslexia.

And, at the most basic level, dyslexics are more vulnerable to mental illness—an estimated 60 percent of dyslexic children and adolescents also have a mental or emotional disorder, most commonly ADHD, depression, and anxiety—and have a higher incidence of suicide attempts . Understanding dyslexia can enable people to find the help and support they need. You can learn more about how some individuals learned about their dyslexia and how they successfully advocated for help in Chapter 6, “Possibilities.”

WHAT YOU MIGHT NOT KNOW ABOUT DYSLEXIA

We’ve discussed the overarching and compelling WHY, now let’s discuss some broad strokes of WHAT:

• Dyslexia occurs in every language and in children from every background, regardless of race or socioeconomic status.
• Many dyslexics become successful adults, whether it’s because of their different brain, or in spite of it. Having a learning difference doesn’t doom a student to failure. Dyslexics are doctors, lawyers, professors and business people as well as artists, musicians, nurses and firefighters.
• For years, state special education laws refused to use the word “dyslexia,” though it’s not entirely clear why.
• Experts have pointed out that dyslexia was once thought (wrongly) to be a medical condition, and others have said that dyslexia was often left out of laws because the “treatment” is both expensive and needs a specially trained teacher to administer correctly.
• Dyslexia awareness and understanding is growing, thanks in large part to passionate activism on the part of frustrated parents and teachers who are moving schools and districts toward change.
• The awareness and activism is slowly changing the omission of dyslexia from law: thirty-nine states have passed dyslexia laws surrounding learning disabilities in the past few years, slowly making their way down into districts.
• The state of California, along with Tennessee and a few others, have in the past couple of years issued first-ever specific guidance for schools and educators on how to assess and provide resources for those diagnosed with dyslexia.
• There is no “cure” for dyslexia. But when reliable, research based interventions are methodically applied, students can go on to read, they can be academically successful, and they can go on to live fulfilling lives doing whatever they choose.

But the earlier parents and teachers can recognize the signs of dyslexia and get help, the faster those students can halt feelings of failure and begin on the path to success.

Understanding the Relationship Between Dyslexia and Speech Impairment

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Dyslexia and speech impairment go together like peanut butter and jelly, and not in a good way. As a lifelong dyslexic, I can personally attest to the frustrations of struggling with language processing and communication. It's not just about reading the letters on the page, but also about understanding how to form coherent thoughts and express them orally. Did you know that up to 75% of individuals with dyslexia also have speech production and comprehension difficulties? That's a surprising statistic that highlights the importance of understanding this relationship and finding effective strategies for managing these challenges. In this article, we'll dive deeper into the connection between dyslexia and speech impairment and explore practical insights that can benefit parents, educators, and anyone navigating these waters.

Understanding Dyslexia

As someone who has a personal connection to dyslexia, I understand the importance of spreading awareness and understanding about this learning disorder. Dyslexia is a condition that affects reading, writing, and spelling abilities. It is not related to a lack of intelligence or poor teaching, but rather a difference in the way the brain processes language.

So, what exactly is dyslexia? Simply put, it is a neurological condition that affects the way the brain processes language. This can make it difficult for individuals with dyslexia to read, write, spell, and sometimes even speak. It is estimated that around 10-15% of the population has dyslexia to some extent.

There are different types of dyslexia, including developmental dyslexia (which is present from childhood) and acquired dyslexia (which can occur after a brain injury or stroke). Some individuals with dyslexia may have difficulty with phonological processing (the ability to recognize and manipulate sounds in language), while others may struggle with visual processing (making it difficult to distinguish between letters or words).

The causes of dyslexia are not yet fully understood, but research suggests that it is likely a combination of genetic and environmental factors. It is important to note that dyslexia is not caused by poor teaching, lack of motivation, or a lack of intelligence.

Diagnosing dyslexia can be challenging, as there is no single test that can definitively diagnose the condition. Instead, a comprehensive evaluation is typically conducted, which may include assessments of reading, writing, spelling, and phonological processing abilities. It is important to diagnose dyslexia as early as possible, so that appropriate supports and interventions can be put in place.

Some common signs and symptoms of dyslexia include difficulty with phonological processing, difficulty with spelling and writing, difficulty with reading fluency and comprehension, and trouble with verbal expression. However, it is important to remember that dyslexia affects each individual differently, and not all individuals with dyslexia will exhibit the same symptoms.

Overall, understanding dyslexia is crucial in order to provide appropriate support and accommodations for individuals with this condition. By spreading awareness and advocating for individuals with dyslexia, we can work towards a more inclusive and supportive society.

→   When to Test for Dyslexia: Best Age and Practices

The Relationship Between Dyslexia and Speech Impairment

As we delve deeper into the topic of dyslexia, we begin to understand that it is not just limited to difficulties in reading and writing. Dyslexia can have far-reaching impacts on a person's speech and language abilities as well. A study conducted by the National Institute of Child Health and Human Development found that 30-60% of people with dyslexia also have some form of speech impairment.

Phonological awareness and speech production is one area where people with dyslexia struggle. Phonological awareness refers to the ability to identify and manipulate the sounds in words. For example, a person with dyslexia may have difficulty in distinguishing between similar sounding words like "cat" and "bat." This can impact their ability to produce speech as well, leading to speech impairments.

Dyslexia can also have an impact on language development, particularly in the areas of vocabulary and grammar. Children with dyslexia may have a smaller vocabulary and have difficulty in understanding complex sentence structures. This can impact their ability to communicate effectively and can lead to social and emotional difficulties.

Reading difficulties and speech comprehension are closely related as well. People with dyslexia may have difficulty in understanding what they read, which can impact their ability to comprehend spoken language as well. This can have a significant impact on academic and professional success.

Neurological factors also play a role in the relationship between dyslexia and speech impairments. The areas of the brain responsible for language and reading abilities are closely connected, and any difficulties in one area can impact the other.

Dyslexia is a lifelong condition that impacts not just reading and writing, but speech and language abilities as well.

Q: Can dyslexia cause speech impairments? A: Yes, dyslexia can impact a person's ability to produce speech and understand spoken language.

Q: Is there a cure for dyslexia? A: There is no cure for dyslexia, but with appropriate support and interventions, people with dyslexia can lead successful and fulfilling lives.

💡 If you suspect that you or someone you know has dyslexia, it's important to seek a diagnosis and appropriate support as early as possible. With the right interventions, people with dyslexia can overcome the challenges they face and achieve their full potential.

→   Typography and Dyslexia: Is Times New Roman Friendly?

Speech Therapy for Individuals with Dyslexia

As someone who has struggled with dyslexia myself, I understand how difficult it can be to navigate the challenges that come with speech impairment. That's why I'm passionate about sharing information on speech therapy for individuals with dyslexia.

Speech therapy is an effective tool for individuals with dyslexia who also struggle with speech impairments. It helps to improve communication skills and can boost confidence, leading to a more positive outlook on life. Speech therapy can be tailored to meet the specific needs of each individual and can help them develop skills that will stay with them for a lifetime.

Some goals and benefits of speech therapy for individuals with dyslexia include improving speech clarity, developing language skills, and enhancing communication abilities. Different approaches and techniques may be used, including articulation therapy, language intervention, and oral motor exercises.

Collaboration with educators and parents is also essential for the success of speech therapy. They can provide valuable insights into the individual's needs and progress, and can offer support and encouragement throughout the process.

For those considering speech therapy, it's important to keep in mind that success requires patience and commitment. It's essential to work with a licensed and experienced therapist who can provide the best possible care.

In summary, speech therapy can be a life-changing tool for individuals with dyslexia and speech impairments. With the right approach, collaboration, and commitment, it's possible to improve communication skills and boost confidence in all areas of life.

→   Dyslexia and Anger: Managing Emotional Challenges in Education

Supporting Language Development in Individuals with Dyslexia

As someone who is passionate about language development and dyslexia, I understand the importance of supporting individuals who struggle with these challenges. Dyslexia is a learning disorder that affects a person's ability to read, write, and spell, but it can also impact speech. Understanding the relationship between dyslexia and speech impairment is crucial in developing effective strategies to support language development in individuals with dyslexia.

Early intervention and prevention are key when it comes to language development in individuals with dyslexia. Identifying dyslexia early on and implementing interventions can significantly improve outcomes. Multisensory learning is another effective strategy for supporting language development. This approach engages multiple senses in the learning process and can help individuals with dyslexia better retain information.

Assistive technology and accommodations can also be beneficial for individuals with dyslexia. For example, text-to-speech software and audiobooks can help with reading comprehension, while dictation software can assist with writing challenges. Positive reinforcement and motivation are also important for individuals with dyslexia. Celebrating small victories and offering encouragement can help build confidence and keep individuals motivated to continue their language development journey.

In conclusion, supporting language development in individuals with dyslexia requires a multifaceted approach. Early intervention, multisensory learning, assistive technology and accommodations, and positive reinforcement are all important strategies to consider. By implementing these strategies and offering support and encouragement, individuals with dyslexia can overcome challenges and reach their full potential in language development.

Advocating for Neurodiversity and Inclusion

Advocating for neurodiversity and inclusion in understanding the relationship between dyslexia and speech impairment.

As a writer who is passionate about advocating for neurodiversity and inclusion, it is important to understand the relationship between dyslexia and speech impairment. Dyslexia is a neurodevelopmental disorder that affects reading and writing skills, while speech impairment affects the ability to articulate words and communicate effectively. It is important to recognize the unique strengths and challenges of neurodivergent individuals and challenge the myths and stigma that surround dyslexia and speech impairment.

Challenging myths and stigma around dyslexia involves educating ourselves and others on the nature of dyslexia and its impact on individuals. Dyslexia is not a result of laziness or lack of effort, but rather a neurological difference that requires accommodations and support. By challenging these myths, we can create a more inclusive and understanding environment for those with dyslexia.

Recognizing the strengths of neurodivergent individuals is also crucial in promoting neurodiversity and inclusion. Dyslexia and speech impairment may present challenges in certain areas, but they also come with unique strengths, such as creativity, problem-solving skills, and a unique perspective on the world. By recognizing and celebrating these strengths, we can create a more inclusive and accepting environment for neurodivergent individuals.

Creating inclusive learning environments involves providing accommodations and support for those with dyslexia and speech impairment, such as assistive technology, alternative learning methods, and flexible deadlines. It also involves promoting a culture of acceptance and understanding, where neurodivergent individuals feel valued and supported. By creating an inclusive learning environment, we can ensure that all individuals have the opportunity to reach their full potential.

In conclusion, advocating for neurodiversity and inclusion in understanding the relationship between dyslexia and speech impairment involves challenging myths and stigma, recognizing strengths, and creating inclusive learning environments. As a writer, it is important to use our platform to promote understanding and acceptance of neurodivergent individuals.

In light of this information

As this article has shown, dyslexia can have a significant impact on speech production and comprehension. However, with the right support and interventions, individuals with dyslexia can overcome these challenges and thrive. By promoting neurodiversity and inclusive education practices, we can create a more equitable and empowering society for everyone.

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Home > Books > Dyslexia

Dyslexia and the Speech Pathologist

Submitted: 10 June 2020 Reviewed: 23 August 2020 Published: 13 October 2020

DOI: 10.5772/intechopen.93690

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Dyslexia is a complex condition. Timely identification of this disorder is imperative to its optimal management. Students benefit most when the skill sets of specialists trained to recognize markers and characteristics of dyslexia are effectively utilized. This chapter provides a real-life case study describing the process by which a student with a language literacy disorder such as dyslexia was assessed by a speech-language pathologist (SLP). Supporting literature is embedded throughout the case study to enhance learning and support the decisions made by the SLP. The role that the SLP can take in working with students with language literacy disorders such as dyslexia is also discussed. Therefore, the aims of this chapter are threefold: to (a) provide guidance for SLPs who may work with students with language literacy disorders such as dyslexia; (b) educate parents of children, with language literacy disorders such as dyslexia, about SLPs; and (c) support teachers and educational professionals by providing information about professionals who can serve as a resource for students.

• speech pathologist
• speech therapist

Author Information

Jane roitsch *.

• Old Dominion University, Norfolk, VA, USA

*Address all correspondence to: [email protected]

1. Introduction

Difficulty with the development of phonological awareness and phonological processing skills.

Difficulty in accurately decoding nonsense or unfamiliar words.

Difficulty in reading single words in isolation.

Inaccurate and labored oral reading.

Lack of reading fluency.

Various degrees of learning the names of letters and their associated sounds.

Difficulty with learning to spell.

Difficulty in word finding and rapid naming.

Variable difficulty with aspects of written composition.

Variable degrees of difficulty with reading comprehension.

Vocabulary limitations, poor phonological awareness, and comprehension problems often associated with reading challenges such as dyslexia can become more pronounced in elementary school when the students begin to read to learn [ 3 , 4 ]. Often, when higher cognitive-level reading processes are required, (i.e., not only reading words but retaining and applying information from what they have read), reading difficulties such as dyslexia often become more apparent as students progress in school. During these developmental years, the effects that reading challenges have on students with dyslexia can be quite apparent. The long-reaching effects of weak reading skills can be devastating. The impact of dyslexia on an individual can lead to poor self-esteem and limited awareness of social, emotional, and academic deficits [ 5 ]. Effective identification of dyslexia helps students, parents, and educators to manage the disorder, establish support, and reduce the impact of the condition.

Most students are diagnosed with dyslexia by an educational psychologist following referral from a teacher or other educational professional. It has been well-recognized that reading specialists and special educators provide critical support to students with dyslexia. Often lesser known is that differential assessment and management of language literacy disorders such as dyslexia can be supported by multiple disciplines, such as speech-language pathology or speech therapy [ 6 ]. The following section provides insight into the utility of the speech-language pathologist (SLP) in the identification and management of such students.

2. Speech-language pathology and dyslexia

The position statement of the American Speech-Language-Hearing Association (ASHA) states that SLPs “play a critical and direct role in the development of literacy for children and adolescents with communication disorders” and “make a contribution to the literacy efforts of a school district or community on behalf of other children and adolescents” [ 7 ]. In order to effectively and appropriately perform these roles, ASHA emphasizes the need for collaboration with written language development experts and those with expertise in each student’s specific situation(s) [ 7 ]. ASHA states that SLPs are uniquely trained in “normal and disordered language acquisition, and their clinical experience in developing individualized programs for children and adolescents, prepare them to assume a variety of roles related to the development of reading and writing. Appropriate roles and responsibilities for SLPs include, but are not limited to (a) preventing written language problems by fostering language acquisition and emergent literacy; (b) identifying children at risk for reading and writing problems; (c) assessing reading and writing; (d) providing intervention and documenting outcomes for reading and writing; and (e) assuming other roles, such as providing assistance to general education teachers, parents, and students; advocating for effective literacy practices; and advancing the knowledge base” [ 7 ].

As students with dyslexia are often characterized as having appropriate language comprehension skills but poor reading abilities, it stands to reason identification of dyslexia in children and adolescents can be aided by literacy and language assessments from SLPs (i.e., professionals uniquely trained in the assessment and management of expressive and receptive language and speech skills). As will be seen, the role that the SLP can play in assessment and treatment planning for students with language literacy disorders such as dyslexia can be a crucial and pivotal one.

3. Case study

3.1 methodology.

For this chapter, a single-participant case report style was employed. This research methodology is often selected when a work seeks to answer a descriptive or explanatory research question. The question this chapter aims to answer is, “What can a trained SLP do to provide assessment and intervention for students with language literacy disorders such as dyslexia?”

Selection of a case study method is not without limitations. Certainly, generalization of John’s outcomes cannot be made to all students with dyslexia and reporting of a single study lacks the rigor of a blinded, systematic, multiple-subject research project. Further, the student selected, the instruments used, and the outcomes reported are at the discretion of the SLP and this author.

However, because a case study report allows for in-depth explanations that are not provided by other methods (e.g., qualitative research designs with multiple participants), John’s story is able to be told. A case study design also allows for a real-world context, such as John’s to be provided. Thus, the benefits of a case study research design lie in its ability to study real-world situations and address important research questions [ 8 ].

3.1.1 Ethical considerations

John’s mother consented for his participation in the initial assessment at the SLP’s clinic on a university campus in the United States. She also consented for the use of his assessment, outcomes, and history to be included in this work. The author is a professor at the clinic where the SLP works and was granted access to his case study by his mother who consented and the SLP who provided the reporting results. The Human Subject and Institutional Review Board at the university agreed that the author did not need to submit materials for approval, since this case study chapter is one case study in a book chapter and thus does not meet the federal definition of “generalizable.” Had this chapter involved a large-scale case study project involving multiple cases, research approval may have been required. All identifying markers were removed and his name was changed to preserve anonymity. His age was also changed by a month.

3.2 Participant

John 1 is a 8-year-, 9-month-old English-speaking male brought for a speech and language assessment by his parents who expressed concerns with his language and literacy abilities. He attends third grade at a local elementary school. John works hard in school, but struggles academically, especially with reading. Specifically, John often writes with letter reversals, omits or substitutes basic sight words when reading aloud, and skips punctuation. Legible handwriting, appropriate use of punctuation, omitting words and reversals of letters in writing can be characteristics of dyslexia [ 9 ] .

John’s birth history and hearing screening history are unremarkable. The first indications of John’s language challenges were noted at the age of 3. He reportedly was able to combine up to three words yet had a lexicon of only about 45 words. He scored below average in expressive language (SS = 80) on The Preschool Language Scale-5 (PLS-5) [ 10 ] and his total communication index score fell in the low average range (SS = 85). Dyslexia has been linked to deficits in expressive and receptive language skills [ 11 ] .

When John was in second grade, his academic performance warranted psychoeducational testing by the school’s educational psychologist. Overall, John’s cognitive functioning was noted higher than average on the Wechsler Intelligence Scale for Children—Fifth Edition (WISC-V; [ 12 ]). Students with dyslexia do not typically test below average on intelligence tests [ 13 ] .

On the Wechsler Individual Achievement Test—Third Edition (WIAT-III) [ 14 ], John demonstrated strong mathematic abilities. However, his comprehension, sight word reading, phonetic decoding, and written expression were below average. The presence of early speech sound disorders has been shown to be related to poor phonemic skills and spelling at the age of 5½ and difficulty with reading words at the age of 8 [ 15 ] .

Although John’s listening comprehension was above average range in receptive vocabulary, his oral discourse comprehension score was in the lower average range, indicating possible processing problems. Weaknesses in semantics, syntax, and oral expression have been shown to contribute to reading difficulties in children with dyslexia [ 16 ] .

Presently, John receives speech-language pathology and reading specialist services at his school. The school SLP is targeting articulation of /r/ and /r/ blends in all positions of words in all contexts. Articulation errors have been identified among students with dyslexia [ 17 ] .

In his most recent report card, John received passing grades in all areas except reading. His classroom teachers stated that he is not a fluent reader and his comprehension of written text seems inconsistent based upon the given task and its requirements. He also has reported difficulty with word recall and story event sequencing and challenges with spelling and decoding. Persons with dyslexia often demonstrate inaccurate word recognition and comprehension, poor spelling and difficulty with decoding [ 18 ] . John receives classroom accommodations and is allowed to read aloud in a quiet area during reading tasks.

His teacher and parents state that John is aware of his reading difficulties, and this increases his anxiety and impedes his academic performance. Children with dyslexia may demonstrate low self-esteem and anxiety, among other feelings because they must work harder in school to keep up with their classmates, [ 17 ] . The SLP determined they needed to assess his language skills in-depth.

4. Assessment

4.1 john’s speech-language pathology assessment.

The tests that the SLP selected for use with John were (1) tests within the discipline’s scope of practice and that (2) utilized both formal and informal measures. Specifically, the SLP selected the Comprehensive Test of Phonological Processing—Second Edition (CTOPP-2) [ 19 ], Test of Word Reading Efficiency—Second Edition (TOWRE-2) [ 20 ], the Test of Integrated Language and Literacy Skills (TILLS; [ 21 ]), the TILLS Student Language Scale (SLS Questionnaire; [ 21 ]), the AIMSweb Spelling and Reading Maze Curriculum Based Measures [ 22 ], the Gray Oral Reading Test—Fifth Edition (GORT-5) [ 23 ], a morphological awareness probe, and a writing sample.

The International Dyslexia Association (IDA) suggests the following areas be examined to ensure a comprehensive educational dyslexia assessment: Phonological awareness, phonological/language-based memory, rapid automatic naming, receptive vocabulary, phonics and de-coding abilities, decoding of both reading and nonsense words, oral reading fluency, spelling and writing of single words, sentences, paragraphs [ 1 ] .

4.1.1 Comprehensive Test of Phonological Processing Second Edition (CTOPP-2)

The CTOPP-2 assesses phonological processing skills [ 19 ]. As noted previously, phonological processing skills underlie word reading efficiency and deficits in these skills are a key characteristic of language literacy disorders such as dyslexia [ 3 ]. Often identified as a fundamental building block of reading, phonological awareness is the ability to attend, reflect on, or manipulate speech sounds in words. Phonological memory is the ability to encode and store phonological information (i.e., speech sounds) [ 24 ]. Rapid symbolic naming refers to the ability to quickly name a series of letters, numbers, familiar objects, or colors [ 25 ]. Therefore, the SLP opted to employ three subtests to determine John’s phonological awareness, phonological memory, and rapid symbolic naming abilities. Results revealed John scored two standard deviations or more below the mean on all three subtests, scoring lowest on the phonological memory subtest.

4.1.2 Test of Word Reading Efficiency: Second Edition (TOWRE-2)

The TOWRE-2 includes the subtests of sight word efficiency and phonemic decoding efficiency to determine the ability to pronounce printed words [ 20 ]. It has been suggested that persons with reading difficulties have more challenges retaining sight words in memory than readers without difficulties [ 26 ]. Additionally, phonemic decoding has been shown to be challenging for students with language literacy disorders such as dyslexia [ 27 ]. Thus, the TOWRE-2 subtests lend information about a reading efficiency at the word-level. Word reading efficiency leads to effective reading comprehension and reading ability.

For each subtest, John was instructed to read as many words as he could from the list, as quickly and accurately as possible in 45 seconds. He was permitted to skip words he did not know by saying “pass.” He correctly read 42 sight words and 11 pseudowords. He made errors on eight other pseudowords. For the sight word efficiency subtest, John received a scaled score of 77, placing him at the 6th percentile. For the phonemic decoding efficiency subtest, he received a scaled score of 74, placing him at the 4th percentile. His total word reading efficiency index (i.e., a combination of both the sight word and phonemic decoding efficiency tests) was a scaled score of 74, placing him at the 4th percentile. In sum, his performance on these subtests was significantly below average.

4.1.3 The Test of Integrated Language and Literacy Skills (TILLS)

The TILLS is an assessment of oral and written language and literacy abilities from the single-sound level to discourse level and is used to (1) identify a language/literacy disorder, (2) describe patterns of strengths and weaknesses, and (3) track changes over time [ 21 ]. To minimize fatigue and optimize time (as John was going to have numerous assessments to complete during his comprehensive evaluation), the SLP selected subtests that would provide the core, sound/word composite, and written language composite scores.

John’s identification core composite raw score of 17 was less than 34, which is the cut score for 8- to 11-year-olds. His score was consistent with having a language/literacy disorder. The sound/word composite evaluated John’s intact morphological and phonological awareness abilities across writing, reading, and oral language tasks. John’s sound/word raw composite score of 35 was considered low, and translates to a standard score of 69, which is three standard deviations below the mean, and indicates a significant deficit at the sound/word level. John scored within the average range on the nonword repetition and reading fluency subtests, but below average on the phonemic awareness, nonword reading, nonword spelling, and written expression-word subtests. Deficits at the sound/word level are a defining characteristic of dyslexia.

Two sentence/discourse subtests, the Listening Comprehension and Vocabulary Awareness subtests were administered. John achieved a standard score of 7 and a percentile rank of 14 in Listening Comprehension, indicating borderline average ability. On the Vocabulary Awareness subtest, John achieved a standard score of 6 and percentile rank of 8 (i.e., one standard deviation below the mean). On the written composite score, John achieved a standard score of 69 (i.e., three standard deviations below the mean), indicating a significant written language deficit.

4.1.4 The TILLS Student Language Scale (SLS Questionnaire)

The Student Language Scale (SLS) from the TILLS is used to screen for language/literacy disorders by asking parents and teachers to rate their perceptions of student ability. When teachers or parents rate more than two areas on items 1–8 as less than 5, SLS results indicate the student may have a language and/or literacy disorder [ 21 ].

Overall, parent and teacher ratings of John’s language and literacy abilities were very similar, indicating John is at risk for language and literacy deficits. The homeroom teachers rated John below 5 in 7 out of 8 areas, the reading and writing teacher rated John below 5 in 6 out of 8 areas, and John’s mother rated him below 5 in 8 out of 8 areas.

4.1.5 AIMSweb Spelling and Reading Maze Curriculum-Based Measures

4.1.5.1 the aimsweb spelling benchmark.

The AIMSweb Spelling Benchmark uses two cut scores to identify at-risk students and those in need of intervention. Students who score below the Tier 1 cut score (which is the 45th percentile) are considered at moderate risk; those who score below the Tier 2 cut score (which is the 15th percentile) are considered at severe risk. For John’s third grade level, the Tier 1 cut score is 83 and the Tier 2 cut score is 55. John received a score of 56, placing him just above the Tier 2 cut score of 55, indicating risk for spelling difficulties and the need for intervention. John spelled two words correctly out of a total of 17 words, and he scored 56 out of 112 for correct letter sequences, determined by pairs of letters that are correctly sequenced within a word [ 22 ].

4.1.5.2 AIMSweb Reading Maze Benchmark

The AIMSweb Reading Maze Benchmark uses two cut scores to identify risk for reading comprehension deficits. Students who score below the Tier 1 cut score (which again corresponds to the 45th percentile) are considered at moderate risk, and those who score below the Tier 2 cut score (which again corresponds to the 15th percentile) are considered at severe risk. For John’s third grade level, the Tier 1 cut score is 11 and the Tier 2 cut score is 6. John received a score of 3.5, placing him below the Tier 2 cut score and indicating significant risk for reading comprehension difficulties and the need for intervention. John did not finish reading the passage within the time limit, leaving 31 mazes unanswered. It is possible that the cognitive challenge of decoding at the word level inhibited John’s reading rate and adversely affected his overall fluency and comprehension.

4.1.6 GrayOral Reading Test: Fifth Edition (GORT-50)

The Gray Oral Reading Test (GORT-5) assesses rate, accuracy, fluency, and comprehension. Fluency and comprehension are combined to provide an oral reading index score. For this assessment, John’s scaled scores of reading fluency (i.e., rate and accuracy) and comprehension were assessed. First, he was timed while reading short texts aloud, then each section of text was read out loud for John to answer questions [ 23 ].

He received a scaled score of 6 for fluency and 7 for comprehension. The mean for each scaled score is 10, with a standard deviation of 3. This indicates that John’s reading fluency is below average. John’s comprehension score fell at the borderline/low average range. His oral reading index was 81, placing him in the 10th percentile, indicative of a below average performance. More specifically, John did not attempt to sound out words (i.e., he did not attempt to decode) but instead skipped over words as the difficulty of the story increased.

4.1.7 Probe of morphological awareness

Morphological awareness refers to the ability to identify morphemes (i.e., the base and any prefixes and suffixes) in words. Research shows that morphological awareness is related to word reading and spelling, vocabulary, and reading comprehension. Probes of morphological awareness often assess morphology and word order by asking for adding or removing word endings [ 28 ].

The SLP assessed John’s awareness of morphemes in words, relations between words that have common morphemes, and his ability to apply this knowledge when spelling words. Specifically, the examiner said a word and then a sentence with a missing word at the end. John was asked to complete the sentence by making a new word from the word provided at the beginning. For example, the examiner said, “Skip. As he crossed the street, Paul ____.” In this instance, the correct answer is “skipped.” John answered 90% of the items correctly.

Next, he was asked to spell the complex word (base + suffix). When shown the spelling of the base word, he spelled 40% of the complex words correctly. However, when he was not shown the base word, he did not spell any of the complex words correctly. The difference in spelling accuracy levels with and without the base indicates he can use the base to help him spell the complex words, but is unable to accurately generate the spelling of the base on his own.

Given his performance, morphological awareness would appear to be a strength of John’s oral language despite his difficulty in spelling when the base word was removed. John’s dichotomy in ability is not an uncommon finding. Researchers have found phonological challenges can limit the segmenting of affixes (i.e., word-endings) in students with dyslexia [ 29 ] .

4.1.8 Writing sample

The examiners prompted John to write an expository text about his favorite sport. The length of the text John submitted was short. Given 10 minutes, he wrote a three-sentence, 29-word paragraph, with an average of 9.8 words per sentence. John’s sentence complexity was limited, including 1.3 clauses per sentence and only one compound sentence (using the conjunction “but”). John’s writing sample provided basic organization and content as well as some key writing mechanic skills for his grade level. He effectively communicated the basics of the topic he selected, but his explanation lacked supporting details. No errors occurred in subject-verb agreement, capitalization, or punctuation. Writing samples have been used to identify the specific strengths and weaknesses in persons with dyslexia and language impairment [ 30 ] .

Frequent spelling errors were more common with complex words (base + affix) than simple words (base word only). For instance, he spelled “baskle” for basically. This demonstrates that this word may be in his lexicon, but he is not able to spell it correctly likely due to phonological processing and morphological awareness deficits. Additionally, he substituted “b” for “p” as in “bast” for pass.

Overall, John’s performance on the independent writing sample illustrated difficulties with syntax and spelling that are consistent with his performance on other tests. These difficulties at the sound, word, and sentence level may have contributed to briefness of the exposition, requiring increased cognitive load and appearing effortful.

4.1.9 Test results and recommendations

Results of testing indicate that John presented with a language/literacy disorder. John’s profile is consistent with characteristics of dyslexia in that he tested significantly below average at the sound/word level, including on tests of phonological processing, word reading, and spelling.

The SLP recommended intensive and direct services for both oral and written language (literacy). Further, it was suggested that oral language services to be provided by an SLP, and written language services provided by an SLP and/or teacher or educator trained in evidence-based literacy intervention, with a focus on phonological and morphological, and orthographic abilities.

5. Future considerations and practice implications

To date, our understanding of dyslexia hypothesizes that it is a literacy disorder involving deficits in use and understanding of phonological systems such as decoding and encoding [ 18 ]. The interconnection between speech sounds, language production skills, and dyslexia has been suggested in research and practical situations. Indeed, deficits in the phonological systems of students provide an explanation for many students with dyslexia, such as John. Challenges in phonological awareness and their representations also appear to manifest long after language develops, creating ongoing disruptions for students with dyslexia [ 31 ].

As previously noted, the sooner a student is identified with a language literacy disorder such as dyslexia, the better their long-term educational, mental, and emotional outcomes become. After dyslexia is suspected, a student is often referred by a teacher or learning specialist to an educational psychologist who can confirm a diagnosis of dyslexia. Because of the volume of students in the school systems, the chance for a student’s language literacy disorder to be missed or at very least, not be identified until later in their schooling, is a legitimate concern. The importance, then, of other skilled professionals such as SLPs to take an active role in assessing students at risk for language literacy disorders cannot be understated. With a background in language and literacy development, the SLP can serve as a valuable resource for students, parents, and educators alike. Such was the case for John, whose language literacy disorder was identified by an SLP well trained in assessment and treatment of students with language literacy disorders.

Based on phonological training and knowledge of all the subsystems of language, the SLP can serve as a valuable resource for identification and management of dyslexia in students. The use of formal assessments and information means (i.e., written and oral language samples), parent and teacher reports, and collaboration with reading specialists give insight into the unique needs of each student with dyslexia as well. Future research into the influence of other language subsystems such as semantics, syntax, and morphology may provide further insight into identification and treatment of dyslexia.

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• Name changed.

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The Ultimate Guide to Speech Therapy for Dyslexia: Diagnosis, Treatment, and Strategies

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A Parent's Guide to Understanding and Treating Dyslexia with Speech Therapy

Did you know that  dyslexia  affects a significant portion of the population? It is estimated to  affect 20 percent of people , making it the most common neuro-cognitive disorder. If your child has dyslexia, early intervention and speech therapy can significantly affect their language development and academic success. To provide helpful information and answer common questions about dyslexia and speech therapy, we've put together a comprehensive FAQ guide.

Table of Contents

General Information :

What is dyslexia?

Can you give yourself dyslexia.

Symptoms and Characteristics :

What do dyslexic people look like?

What is partial dyslexia, is not knowing your left from right considered dyslexia, how do you read with dyslexia, what does dyslexia writing look like, what to look for with dyslexia.

Diagnosis and Assessment :

Where do I go for dyslexia testing?

Is my 8-year-old dyslexic.

Speech Therapy Techniques :

What can I do if my child has dyslexia?

General information.

Dyslexia is a neuro-cognitive disorder that causes difficulty in reading, spelling, writing, and often learning a second language. It is estimated to affect 20% of people and represents 80-90% of all those with learning disabilities. Dyslexia is most commonly due to a difficulty in phonological processing, which affects the ability to appreciate the individual sounds of spoken language. Despite the challenges, with proper intervention, dyslexic children can develop their language skills to become more confident in their reading and speaking abilities.

What causes dyslexia?

The exact causes of dyslexia are not yet fully understood, but research suggests that it is a combination of genetic and environmental factors that affect brain development. Studies have shown that there is a higher incidence of dyslexia in families, indicating a genetic component .

Brain imaging studies have also revealed that individuals with dyslexia have different patterns of brain activity  and connectivity, particularly in areas related to language processing. Additionally, some research has suggested that exposure to stress during prenatal or early developmental stages could also contribute to the development of dyslexia.

The quick answer to this question is no, as people are born with dyslexia instead of developing it. However, you can acquire it later if you suffer a brain injury or stroke. Some studies suggest exposure to stressful circumstances could also cause dyslexia. So although you can't "give yourself dyslexia," it is possible to "acquire" it.

Although dyslexia is a life-long disorder that impacts your child's ability to learn, they can develop their skills to help improve their spoken and written language to become more confident in their reading and speaking abilities.

Symptoms and Characteristics

Anyone can have dyslexia, which means they don't appear any different than the people and children you interact with daily.

There are different types of dyslexia and milder and more severe forms of dyslexia. Milder forms cause less trouble in spoken and written language making it easier for children to learn to cope with their dyslexia. However, dyslexia doesn't "go away," so regardless of the severity of the disorder, it's essential to see your child gets proper help to improve their spoken and written language skills.

When someone has trouble knowing their left from their right, this is called left-right confusion. This specific disorder causes issues with directions, which is why it is often referred to as directional dyslexia. Despite the term, it is not necessarily dyslexia but could be a sign of dyslexia if other symptoms are displayed.

Dyslexia makes it difficult to read even words that should be familiar. As a result, reading is slow and takes more work to process. It is also widespread to transpose numbers and letters, reading "won" as "now" or "123" as "213." Many don't notice spaces between words, so they blend, making it difficult to read sentences. Remembering what was read can also be challenging, so a sentence might be read several times.

Dyslexia makes writing difficult, with common mistakes similar to reading challenges. For example, instead of "now," it might be written as "won." Letters can also be mixed up, such as flipping b's and d's or 6's and 9's.

Dyslexia symptoms include:

• Finding it hard to learn new words
• Delays in speech development
• Finding rhyming words difficult
• Getting letters or numbers mixed up
• Reading at a lower level than expected for age
• Having grammar problems
• Difficulty spelling
• Not using proper sentence structure
• Low Phonological awareness
• Avoiding reading aloud, such as school presentations
• Mistakes when copying from secondary sources

Children can also display specific behavioral signs such as:

• Withdrawing from friends and classmates
• Acting out or misbehaving
• Low self-esteem
• Relationship difficulties with siblings and peers
• No interest in school or grades
• Lack of motivation

The sooner these symptoms are addressed, the sooner your child can learn to manage their dyslexia.

Diagnosis and Assessment

The diagnosis of dyslexia requires a comprehensive evaluation. Although many schools will identify dyslexia or let you know they have suspicions your child has dyslexia, professional evaluations are usually performed by a reading specialist or psychologist. Often a team is involved in the testing process, including speech and language pathologists, physicians, and occupational therapists.

Dyslexic symptoms are often discovered once a child is in school. As their lessons focus more on reading skills, their symptoms become more apparent. If you are concerned your 8-year-old is dyslexic, you can watch for the following signs:

• Reading below the expected level for their age
• Having difficulty processing and understanding what is heard
• Not finding the right word or form answers easily when asked a question
• Finding it difficult to remember the sequence of things
• Difficulty seeing the similarities and differences in letters and words
• Not being able to sound out unfamiliar words
• Taking an unusually long time to complete reading and writing tasks
• Avoiding reading, especially out loud

Speech Therapy Techniques

Dyslexia is a language problem beginning with "phonological awareness." Phonology is related to language and the relationship between the sounds made in speech. Children develop awareness as an essential part of reading and language skills. If a child's phonological awareness is low, recognizing and working out word sounds isn't easy.

To help your child overcome their challenges, speech and language therapy for dyslexia can teach dyslexic children to word recognition and help kids with phonetics to connect letters to sounds. The lessons eventually make it easier for kids to merge sounds to create words. Known as "decryption," it is the fundamental skill that teaches children to read. You can help your child with decryption at home, using rhyming schemes or clapping the syllables of a word to help your child recognize the syllables. You can also find games that focus on language development and vocabulary usage. However, seeking treatment with a specialist is the best way to help them manage dyslexia.

Schedule a Consultation with Nobles Speech Therapy for Dyslexia Treatment

If you are interested in learning more about how Nobles Speech Therapy can assist your child in overcoming the challenges of dyslexia, we encourage you to reach out and schedule a consultation.

About the Author

Myles Nobles is a pediatric speech and language pathologist in Laurel, MD. He uses a gentle approach and customizes treatment plans to help children from diverse backgrounds enhance their speech and language skills and reach their full potential, despite challenges such as autism. Myles' goal is to improve children's independence, self-confidence, and social well-being.

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Dyslexia: It Affects More Than Just Reading.

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Dyslexia Speech Therapy

Convenient & Effective Speech Therapy

What is dyslexia?

Dyslexia is a neurological condition that affects reading, spelling, writing, and sometimes even verbal communication. It is characterized by difficulties in accurately and fluently recognizing words and decoding their meanings. Dyslexia is not related to intelligence; individuals with dyslexia can have average or above-average intelligence. Key features of dyslexia include:

Difficulty with Reading: People with dyslexia struggle with reading words accurately and quickly. They might reverse letters, skip words, or have trouble sounding out unfamiliar words.

Spelling Challenges: Dyslexia often leads to difficulties with spelling words correctly. Individuals might have trouble remembering the correct sequence of letters in words.

Phonological Processing Issues: Phonological processing refers to the ability to recognize and manipulate sounds in spoken language. Individuals with dyslexia may have difficulty connecting sounds to their corresponding letters, which can make reading and spelling challenging.

Language Processing: Some individuals with dyslexia may have difficulty with understanding and expressing spoken language. They might struggle to organize their thoughts or retrieve the right words during conversations.

ROLES OF THE SPEECH THERAPISTS

What are the roles of the speech therapist when treating dyslexia?

While speech therapist primarily work with communication and speech disorders, they can play an important role in treating individuals with dyslexia as well. Dyslexia is primarily a reading disorder, but it can also impact spoken language skills. Here are some of the roles that a speech therapist might have when treating someone with dyslexia:

Assessment: Speech therapists assess the individual's language and communication skills, including reading and writing abilities. They can identify specific areas of difficulty related to phonological awareness, auditory processing, and speech sound production.

Phonological Awareness Training: Phonological awareness refers to the ability to identify and manipulate the sounds of spoken language, which is a crucial skill for reading and spelling. Speech therapists can provide targeted exercises to improve phonological awareness skills.

Auditory Processing Training: Dyslexia can involve difficulties in processing and distinguishing sounds in spoken language. SLPs can work on improving auditory discrimination skills, helping individuals better understand and differentiate sounds, which can ultimately aid reading and spelling.

Speech Sound Production: Some individuals with dyslexia might struggle with articulation or speech sound production. While this is not the core difficulty of dyslexia, speech therapists can address any co-occurring speech sound errors to ensure effective communication.

DYSLEXIA SPEECH ISSUES

What are some speech issues when treating dyslexia?

Here are some speech issues to consider when treating individuals with dyslexia:

Phonological Awareness: Dyslexia often involves difficulties with phonological awareness, which is the ability to recognize and manipulate the sounds in language. Speech therapists can work on improving phonological awareness skills, including phonemic awareness and phonological memory.

Speech Sound Disorders: Some individuals with dyslexia may have co-occurring speech sound disorders, such as articulation or phonological disorders. Speech therapists can address these issues by providing articulation therapy to improve the production of specific speech sounds.

Vocabulary and Word Retrieval: Dyslexia can impact vocabulary development and word retrieval. Speech therapists can help expand vocabulary, teach word-finding strategies, and improve word retrieval skills through structured language activities.

Syntax and Grammar: Difficulties with syntax (sentence structure) and grammar may be present in individuals with dyslexia. Speech therapists can work on sentence structure, verb tense, and other grammatical aspects to improve overall language comprehension and expression.

Reading Fluency: While reading therapy typically falls within the domain of literacy specialists or educators, speech therapists can support reading fluency by targeting oral reading skills. This may include working on pacing, intonation, and expression while reading aloud.

DYSLEXIA SPEECH THERAPY TECHNIQUES

What are some common dyslexia speech therapy techniques?

There are a wide variety of dyslexia treatments. Here are some specific techniques commonly used in dyslexia speech therapy:

1) Phonemic Awareness Activities:

Segmentation: Breaking words into individual phonemes (sounds).

Blending: Combining phonemes to form words.

Isolation: Identifying the initial, medial, and final sounds in words.

Substitution: Replacing one phoneme with another to create new words.

2) Phonics Instruction:

Letter-Sound Correspondence: Teaching the relationship between letters and their corresponding sounds.

Syllable Division: Breaking words into syllables to aid decoding.

Word Families: Exploring words with similar patterns to enhance word recognition.

3) Multisensory Techniques:

Visual: Using visual aids like letter tiles, colored markers, and visual cues to reinforce learning.

Auditory: Incorporating listening exercises, rhyming games, and auditory discrimination tasks.

Kinesthetic/Tactile: Incorporating hands-on activities like tracing letters, forming words with playdough, or using textured materials.

4) Oral Reading Practice:

Choral Reading: Reading aloud in unison with the therapist or peers to improve fluency.

Repeated Reading: Practicing the same passage multiple times to build reading speed and accuracy.

Paired Reading: Reading with a partner who provides support and assistance.

BENEFITS OF SPEECH THERAPY FOR DYSLEXIA

What are the benefits of speech therapy for dyslexia?

Speech therapy offers a range of benefits for individuals with dyslexia, as it targets the underlying language and phonological difficulties that contribute to reading and writing challenges. Here are some key benefits of speech therapy for dyslexia:

Improved Phonological Awareness: Speech therapy focuses on enhancing phonological awareness—the ability to recognize and manipulate sounds in spoken language. This skill is essential for decoding words and understanding the relationship between sounds and letters.

Enhanced Decoding Skills: Speech therapists work on improving decoding skills, which involve translating written words into spoken language. This helps individuals with dyslexia become more proficient in recognizing and pronouncing words accurately.

Increased Reading Fluency: Through oral reading practice and targeted techniques, speech therapy can lead to increased reading fluency. Fluency contributes to better comprehension and a more enjoyable reading experience.

Enhanced Spelling and Writing Abilities: Speech therapy addresses difficulties in spelling and writing. Individuals learn strategies to improve spelling through understanding phonics rules, word patterns, and employing mnemonic devices.

Boosted Vocabulary and Language Development: Speech therapy helps expand vocabulary and improve language comprehension. A richer vocabulary supports better understanding of written and spoken language.

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Kelli Cummings: Screening for Dyslexia and Reading Difficulties

Screening for Dyslexia and Reading Difficulties

This session wil discuss the characteristics of strong reading screening assessments and investigate the pre-literacy and early literacy areas (or behaviors) that are predictive of future reading success.

State of Dyslexia

Explore dyslexia legislation and related initiatives in your state with this interactive map. Read an overview of legislation, requirements, and initiatives that discus dyslexia in K-12 settings.

State Policy and Dyslexia

The characteristics of dyslexia legislation.

Supporting Students with Dyslexia

This toolkit provides information about dyslexia and how to best support the literacy development of students with dyslexia. Explore the five sections to learn more about what dyslexia is, how schools can screen students for dyslexia risk, using data to identify supports for students with dyslexia, what effective reading instruction looks like, and how to intensify reading instruction for students with dyslexia.

The Critical Role of Instructional Response for Identifying Dyslexia and Other Learning Disabilities

This article proposes a “hybrid” model for dyslexia identification that documents low reading achievement, inadequate response to instruction, and exclusionary factors. It works best in multi-tiered systems of support (MTSS).

The Prevalence of Dyslexia: A New Approach to Its Estimation

This study proposes a new approach to operationalizing dyslexia in prevalence estimates. To capture the "unexpected" nature of dyslexia, it operationalizes dyslexia as a substantial difference between an individual's listening comprehension and reading.

Reading the Room The State of the Science of Reading: Supporting Students with Reading Disabilities

The State of the Science of Reading for Supporting Students with Reading Disabilities

Watch the recording of the Reading the Room webinar on the state of the science of reading for supporting students with reading disabilities.

Understanding Dyslexia

This toolkit helps parents and educators learn about dyslexia and how to support the literacy development of students with dyslexia.

Understanding Dyslexia: Myth vs. Facts

Breaking down the truth about Dyslexia.

Understanding Dyslexia: What are the Effects of Dyslexia

Signs of typical reading development and possible indicators of risk for dyslexia.

What are some factors that impact the development of reading in students with visual impairments?

What are some of the factors that impact the development of reading skills in students with visual impairments?

Marnee Loftin, a retired psychologist from the Texas School for the Blind and Visually Impaired, answers the question: What are some of the factors that impact the development of reading skills in students with visual impairments?

What are some signs a student with visual impairment may need an evaluation for dyslexia?

Marnee Loftin, a retired psychologist from the Texas School for the Blind and Visually Impaired, answers the question: What are some signs a student with visual impairment may need an evaluation for dyslexia?

What can we do to combat the stigma of dyslexia?

What do we know about what’s different in the brain of a person with dyslexia?

What do you suggest using to support the argument to a school that a dyslexic student needs an Orton-Gillingham based program as part of their IEP? What research or information shows that Orton-Gillingham is the best approach for dyslexia?

What is the relationship between MTSS and diagnosis of dyslexia? Does MTSS slow down the diagnosis?

What is your advice to parents of struggling readers?

What types of intervention strategies are useful for students with visual impairments.

Marnee Loftin, a retired psychologist from the Texas School for the Blind and Visually Impaired, answers the question: What types of intervention strategies are useful for students with visual impairments?

Which is more appropriate for students with dyslexia: an IEP or 504 Plan?

Why is early intervention so important for kids with dyslexia?

Dyslexia resources, synopsis of "improving comprehension of expository text in students with learning disabilities: a research synthesis".

An introduction to and overview of the methods and results of the research synthesis and implications for practice.

Topic:  Comprehension, Dyslexia, Reading Disabilities

Planning Standards - Aligned Instruction Within a Multi-Tiered System of Supports Decoding Example

View an example of how standards-aligned instruction for decoding can be taught across the continuum of the MTSS framework.

Topic:  Phonics, Interventions, Dyslexia

Michigan Dyslexia Handbook: A Guide to Accelerating Learner Outcomes in Literacy

This handbook is designed to help educators and district and school leaders develop a shared understanding of best practices to prevent reading difficulties associated with the primary consequences of dyslexia (word-level reading disability) and to implement assessment practices needed to inform the provision of instruction and intervention methods for learners with dyslexia characteristics.

Topic:  Dyslexia

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The research reported here is funded by awards to the National Center on Improving Literacy from the Office of Elementary and Secondary Education, in partnership with the Office of Special Education Programs (Award #: S283D160003). The opinions expressed are those of the authors and do not represent views of OESE, OSEP, or the U.S. Department of Education. Copyright © 2024 National Center on Improving Literacy. https://improvingliteracy.org

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Dyslexia 101: Breaking Down the D Word 

This is Part 1 of a two-part series. This course will focus on identifying the core components of dyslexia. Participants will engage in activities that simulate what a student with dyslexia might experience in the classroom. Discussion will focus on common myths, early identification and risk factors, development of reading skills, ​and an overview of the roles and responsibilities of the SLP.

Note: This presentation has a short embedded video with poor sound quality. Participants may need to increase computer/device volume to hear it. The presenter also provides verbal explanation, and the video itself does not contain information that is critical to the course or exam.

Course created on October 15, 2019

Course Type : Video

CEUs/Hours Offered: AG Bell - LSLS/1.5 Domain 4, Domain 9; ASHA/0.15 Introductory, Professional; IACET/0.2; IBCCES/1.5; Kansas LTS-S1370/1.5; SAC/1.5

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Presented By

Heather Caska MS CCC-SLP

Heather Caska, MS, CCC-SLP is a licensed pediatric speech-language pathologist and clinical director for Way to Grow Pediatric Therapy and Dyslexia Center. Heather graduated with a bachelor’s degree in Speech and Hearing Sciences from the University of Arizona and completed her Masters in Clinical Speech-Language Pathology at Northern Arizona University.  

Heather has worked as a speech-language pathologist for 8 years and has experience working with children with various communication disorders and language learning disabilities. She is passionate about bringing more dyslexia awareness to the SLP community and increasing early identification of dyslexia. Heather has presented at local universities and school districts, as well as state conferences on the role of the SLPs in language/literacy disorders. She is on the Board of Directors for the Arizona Branch of the International Dyslexia Association and is the Professional Development Chair for the Arizona Speech-Language-Hearing Association.  

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AG Bell - Listening and Spoken Language Credential

This course is offered for 1.5 hour(s) of CE Credit from the AG Bell Academy for Listening and Spoken Language. For an explanation of content areas, please view pdf listing all 9 "domains."

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Introductory Level 0.15 ASHA CEUs

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Signs of Dyslexia in Adults and How Speech Therapy Can Help

Dyslexia is one of the most common language-based learning disabilities. It affects reading, spelling, and information processing. Although dyslexia is often diagnosed in childhood, it is a lifelong condition, meaning symptoms can continue into adulthood. And if not treated, the symptoms of dyslexia can cause challenges with work, relationships, and self-esteem.

Read on to learn more about dyslexia, the signs of dyslexia in adults, and how speech therapy can help.

What is dyslexia?

Dyslexia is a learning disorder that negatively affects a person's ability to read. A person with dyslexia has difficulty identifying speech sounds and understanding how they work within words.

It’s important to know that dyslexia is not related to intelligence. A person with dyslexia has a difference in the part of the brain that processes language. 

What causes dyslexia?

Genetics is believed to play a major role in dyslexia. There are certain genes related to language processing that may make someone more likely to have dyslexia. Dyslexia is often found to run in families. 

Dyslexia is a common condition. In fact, it affects up to 20% of the population. Dyslexia is the most common learning disability in both children and adults.

Signs and symptoms of dyslexia in adults

Contrary to popular belief, signs of dyslexia in adults are different from those in children. Here are some common symptoms of dyslexia in adults:

Difficulty remembering past conversations or summarizing stories, as if “not listening”

Trouble reading, writing, spelling, and reading aloud

Difficulty remembering names 

Trouble learning new or foreign languages  

Avoiding reading activities or preferring to read short articles 

Getting lost easily, especially when following written directions

Mispronouncing names or words, or confusing words that look similar, like “take” and “tack”

Spending long periods of time completing reading and writing tasks, or relying on others to help with written tasks 

Feeling self-conscious when speaking to a group, often using filler words or stopping and re-starting sentences 

How dyslexia can affect adults at work

A person with dyslexia may struggle in their professional life, especially if their job involves lots of reading. Here are some signs of dyslexia in the workplace:

Avoiding public speaking or reading aloud during meetings 

Needing to re-read emails before understanding 

Heavily relying on spell-check and other writing tools 

Disliking unfamiliar fonts, handwritten materials, or administrative work, like repetitive forms

Difficulty writing by hand, placing capital letters in words where not needed

Feeling bored and distracted when reading long documents 

Avoiding tasks that require time management, like planning meetings or events

Trying to hide these challenges from co-workers

Who can diagnose dyslexia? 

Specialists such as clinical psychologists, educational psychologists, neuropsychologists, and speech-language pathologists (also known as speech therapists) can diagnose dyslexia. 

How is dyslexia treated in adults?

Dyslexia can’t be cured. However, there are treatments to support reading, writing, and other skills affected by dyslexia. 

Part of treatment for dyslexia includes workplace accommodations. Under the Americans with Disabilities Act (ADA), employers are required to provide reasonable accommodations for adults with dyslexia. Here are some examples:

Assistive technology: This includes smartphone apps, computer programs, text-to-speech, or word prediction software. This technology can help make reading and writing tasks quicker and easier, especially if you’re reading long documents. 

Font: Simple changes to the font in a document can make it easier to read for a person with dyslexia. Some people prefer certain font types or colors, while others prefer different colored paper. It’s important to tell your employer and co-workers about your needs.

Written materials: It can be helpful to keep written communication brief and have an employer provide summaries of key points for long documents when possible. Adults with dyslexia also benefit from being able to prepare for meetings or presentations by seeing the materials ahead of time. 

Proofreading: Using spell-check tools and asking co-workers to proofread your work can be extremely helpful. 

Reading and writing programs are also available, including Language! and Wilson Reading System .  

How can speech therapy help adults with dyslexia?

Speech therapy addresses the various aspects of communication that are affected by dyslexia: reading, writing, spoken language, comprehension, and/or the organization of thoughts.

A speech therapist will likely focus on the person’s phonological awareness skills. This is the ability to manipulate sounds in words in order to process spoken and written words. These skills play a big role in reading and writing. 

Speech therapy treatment may also include:

Structured literacy programs that teach phonemic awareness, fluency, and comprehension, such as Orton-Gillingham

Reading interventions that focus on decoding skills and reading comprehension strategies

Writing strategies, such as chunking information, using graphic organizers, and practicing spelling and grammar

Language activities that enhance vocabulary, sentence structure, and understanding of figurative language

Meta-cognitive strategies that help people with dyslexia become more aware of their learning process

Counseling and support to address any frustration, anxiety, or low self-esteem that may result from struggles with dyslexia

Above all else, speech therapy will be tailored to the individual's specific needs and goals. Progress may vary for each person, and patience, persistence, and a supportive environment are key factors in achieving success in therapy for adults with dyslexia.

Discuss your communication needs with a speech therapist for free

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Speech Therapy For Dyslexia In Adults

Table of Contents

Words have the ability to shape our world and convey our thoughts, emotions, and experiences.

Dyslexia, a learning disorder that affects reading, writing, and spelling skills, can persist into adulthood.

For those with dyslexia, the world of words can be a complicated puzzle filled with unique challenges.

However, there is hope.

Enter speech therapy for adults with disabilities , a specialized field dedicated to addressing language and communication disorders.

Through the power of speech therapy , adults with dyslexia can unlock their potential and overcome linguistic barriers.

Join us as we explore the transformative impact of speech therapy for adults with dyslexia.

What Is Dyslexia?

Dyslexia is a learning disorder that affects the brain’s ability to process written language.

This results in difficulties with reading , spelling, and writing.

Dyslexia is a neurological condition that affects the way you perceive and interpret language.

Remember, it is not a reflection of someone’s intelligence or effort.

People with dyslexia may experience challenges in recognizing and decoding letters, words, and sentences accurately and fluently.

One of the main features of dyslexia is challenge in what’s called phonological professing.

This is the ability to recognize and manipulate the individual sounds, called phonemes, that make up words.

Unfortunately, these difficulties can impact various areas of life, ranging from academic performance to personal relationships.

However, with the right support and strategies, people with dyslexia can develop effective coping mechanisms and thrive in their own unique way.

How To Tell If You’re A Dyslexic Adult

Identifying dyslexia in adulthood can be a complicated process.

Symptoms may appear differently compared to childhood.

If you suspect that you might be a dyslexic adult, there are several signs you can look out for.

Difficulties with reading, such as slow reading speed, frequent word or letter reversals, and struggles with decoding unfamiliar words, are common indicators.

You may also experience challenges with spelling, often making consistent mistakes.

Additionally, difficulties with organization, time management, and remembering sequences of information can appear frequently.

It’s important to remember that dyslexia can vary in severity, and you may exhibit a combination of these signs to different degrees.

If you resonate with these experiences, seeking a professional assessment can help you understand your unique situation.

Are There Different Types Of Dyslexia?

Dyslexia does not have a one size fits all definition.

In fact, there are different types and profiles of dyslexia, each with their own characteristics and challenges.

Let’s take a look at them below.

Dysphonesia

Dysphonesia is a lesser known term within the realm of dyslexia.

It refers to the difficulty a person may experience in processing different speech sounds .

Dysphonesia specifically targets phonological processing and spoken language skills.

If you have dysphonesia, you may struggle with recognizing and reproducing sounds accurately.

This can significantly impact your ability to comprehend spoken language.

This can lead to challenges in speech production, comprehension, and language development.

Dysphonesia can present itself in several ways.

Sometimes, people may struggle with distinguishing similar sounding words, leading to confusion between words like “sheep” and ship”, or “bat” and “mat”.

You may also have difficulty blending different phonetic sounds to create words, which is a fundamental skill for reading and writing.

Dysnemkinesia

Dysnemkinesia refers to a specific type of dyslexia that involves motor skills and difficulties with letter formation during writing.

Those with dysnemkinesia often struggle with knowing how to accurately create letters.

This may lead to letter reversals and inconsistent formation.

As a consequence, this can make the act of writing a challenging and frustrating experience.

Letter reversal, such as writing “b” instead of “d”, or “q” instead of “p”, is a common characteristic.

These challenges are based on impaired motor coordination and difficulties matching the movements required to form accurate letters.

Recognizing and addressing these fine motor skill based difficulties can be beneficial if you have dyslexia to help you develop more accurate and fluid written communication skills.

Dyseidesia is a term that includes challenges related to visual skills and word comprehension.

If you have dyseidesia, you may experience difficulty to understand written words, making reading and comprehension a significant challenge.

It may present itself as difficulty decoding and processing the visual symbols that form words, which may impede your ability to extract meaning from written text.

Additionally, you may struggle with associating sounds with words, leading to difficulties in auditory word recognition.

This means that you may have difficulty recognizing words by sound.

This makes it harder to grasp and retain new vocabulary or comprehend spoken language effectively.

These difficulties can have a profound impact on daily life.

You may struggle to keep up with the reading demands of society or encounter difficulties in understanding written instructions.

You may also struggle to read and understand emails, texts, and written documents.

How Can Speech Therapy Help Dyslexic Adults?

Speech therapy is a valuable resource that can make a significant difference in the lives of dyslexic adults by providing targeted interventions to enhance communication and literacy skills.

One of the main areas speech therapy addresses is phonological awareness.

This involves recognizing and manipulating individual sounds that make up words.

By targeting phonological awareness, speech therapy can help dyslexic adults develop a stronger foundation for reading and spelling.

Through various exercises and activities, you may learn to identify and differentiate sounds, blend them together, and divide them with individual words.

These skills improve the ability to decode words accurately.

Speech therapy also focuses on improving reading fluency, which involves reading, speed, and expression.

We employ strategies to address reading challenges, such as practicing sight words and using phonics based approaches.

By incorporating repetitive reading, guided reading exercises, and the use of assistive technology, we help dyslexic adults build their fluency and increase overall reading comprehension.

In addition to addressing specific reading related skills, speech therapy also plays a key role in enhancing language comprehension.

We work on strengthening language comprehension by targeting skills such as understanding vocabulary, following instructions, and organizing information.

To do this, we employ various strategies, including visual aids, graphic organizers, and explicit instructions.

Finally, speech therapy also focuses on building self confidence.

We create a supportive and empowering environment, offering personalized guidance and encouragement.

This can help you confidently express yourself, engage in meaningful conversations, and navigate personal and professional environments more effectively.

Book Your Appointment With Voz Speech Therapy Today

Speech therapy for dyslexic adults holds great potential for personal growth, improved communication, and enhanced literacy skills.

Through tailored interventions and strategies, we empower you to overcome the challenges posed by dyslexia and unlock their true potential.

By addressing phonological awareness, reading fluency, language comprehension, and overall communication skills, speech therapy can give you the tools you need to navigate written and spoken word with confidence.

Our experienced team at Voz Speech Therapy is committed to providing personalized interventions tailored to your unique needs.

Don’t let dyslexia hold you back.

Book your appointment with Voz Speech Therapy today .

Voz Speech Therapy is a pediatric bilingual speech therapy clinic in Washington, DC that provides individualized services based on the specific needs of your or your child. Therapy sessions are provided in English or Spanish, depending on your child’s native language. Voz Speech Therapy es una clínica pediátrica bilingüe de terapia del habla en Washington, DC que brinda servicios individualizados según las necesidades específicas de usted o su hijo. Las sesiones de terapia se brindan en inglés o español, según el idioma nativo de su hijo.

100 Inspiring Graduation Speech Topics 

Last Updated on April 29, 2024 by Editorial Team

Graduation is a huge milestone in every student’s life, filled with joy and happiness. On top of that, if you are asked to give a graduation speech, the happiness of graduation multiplies by tens or hundreds of folds and fills you with pride. It’s a privilege to stand in front of your friends, peers, parents, faculties, and audience in general and motivate or inspire others with your words. While it is a moment of pride to present a graduation speech, fear and nervousness of such a big moment might ruin your moment.

Well, you are not alone with such doubts and fears. However what matters is how you deal with them. In this article, we have mentioned some inspiring and cool graduation speech topics for high schoolers and college graduates to choose from along with certain practical tips to make your speech impactful. 

So, go ahead and find your perfect graduation speech topic for your big day. Before moving to it, let’s see why graduation speech holds an important place in students’ lives. 

Importance of a graduation speech  

Whether you are a graduating high schooler preparing for your college journey or a college graduate ready to face the real world, a graduation speech holds significant value in everyone’s life. It is an opportunity to relish all the memories of the previous years and gear oneself for the future and real life. Graduation speech is important for graduating batches for several reasons, such as 

• It helps you to reflect on your years of hard work and accomplishment and fills you and your family with a sense of pride. 
• It helps you to foster meaningful connections with your peers and audience and strengthen the bond with teachers and educational institutes. 
• Graduation Speech helps you express your gratitude towards your alma mater and paves the way to empower the next generations. 
• Sharing personal stories, insights, experiences, learning, etc. in graduation speech inspires and motivates others and helps them navigate their journey. 
• It is a perfect means to convey one’s thanks and wish others the best in their life with powerful and inspiring words. 

Inspiring graduation speech topics for high schoolers 

Some wonderful graduation speech topics for graduating high schoolers are- 

• Relevance of school 
• The biggest takeaway from school. 
• Follow your passion 
• Learn to take responsibility for your actions. 
• The sky’s the limit. 
• Don’t be afraid of new things. Own them. 
• Work smart, not hard. 
• Channel your inner creativity into something unique. Don’t run away from it. 
• Discover your true self. 
• The role of education in shaping the future. 
• Education is a powerful tool for breaking barriers and overcoming obstacles. 
• Personal development beyond the confined classroom. 
• Vision for the future 
• Stories from the classroom that inspired you. 
• How did high school prepare you for your journey ahead? 
• Lessons learned outside the classroom, as a high schooler. 
• Importance of developing an attitude of gratitude. 
• Don’t let others define you 
• Emotional intelligence- a vital factor for success. 
• Remembering and cherishing the memories while moving towards the future. 
• Don’t let your quest for knowledge and truth stop. 
• Turn your insecurities into achievements. 
• You don’t have to follow the most used path. Carve your path. 
• Importance of figuring out who you are and what you want from life. 
• Importance of friends and friendship you are taking to the future. 
• Adversities don’t destroy you, it builds you.
• Embrace innovations, and create something unique and of value. 
• Quest of finding the purpose of life. 
• Growth doesn’t come from comfort zones. You need to move out of it. 
• Aim for the stars and the moon. Don’t settle for less. 
• Success is a decision. 
• Don’t stop until you are proud. 
• Education is power. Use it wisely. 
• Turn the pain into Power. Make impossible, possible. 
• Best memories of high school and what that taught you?
• Utilize your creativity and imagination. Don’t let it go to waste. 
• Plan ahead but don’t be afraid to take risks. 
• It’s the small things that make a huge impact. 
• Believe in yourself, your abilities, and your dreams. 
• Never lose sight of what you are passionate about. 
• Embrace the power of positive thinking and optimism. 
• Embrace different cultures, perspectives, and traditions. 
• Keep yourself open to new experiences and don’t be afraid of new things, rather face them with a positive mindset. 
• Impossible becomes possible, when you believe in yourself. 
• The power of discipline. 
• Perseveration, dedication, and resilience. Core ingredients for the recipe of success. 
• A journey of excellence. 
• The power of overcoming your fears. 
• The importance of a winning attitude in life. 
• Stop doubting and start hustling.

Empowering graduation speech topics for college graduates

Some inspiring and impactful graduation speech topics for college graduates are- 

• Nobody is you and that is your superpower. 
• Trusting yourself is the first step towards your dream life. 
• Your thoughts influence and shape your actions. 
• Don’t run away from hardships. Face them. 
• Life is a lesson. Always learn and grow. 
• Mistakes are part of the journey and not the endpoints of the journey. 
• Always aim to be the best version of yourself. Don’t settle for less. 
• Don’t live in the past. Live in the present and for your future self. 
• Good things take time. Don’t lose your focus. 
• Remain authentic to your personality. 
• Consistency is the key to success. 
• Don’t be afraid of uncertainty. 
• Consistency and perseverance are key ingredients of success. 
• Importance of making goals in life. 
• Maintaining focus and determination to achieve your dream life. 
• Importance of taking risks in life. 
• Carve your path and find your route. 
• How did college shape you into what you are today? 
• Life before and after college. 
• The journey of self-discovery and grit that college helped in. 
• Keeping the flame of curiosity alive and bright. 
• Facing the fear of the unknown after graduation.
• Education and learning beyond degrees and certificates. 
• The journey from experiencing college to exploring the real world. 
• As a graduate, you are responsible for society. 
• The quest of building a life of purpose after graduation. 
• The undeniable power of positive leadership. 
• Acknowledging those who got us here and cheers to those who are about to come here. 
• Reflecting on academic as well as personal milestones. 
• Resilience will take you to places you never dreamt of. 

How to write a perfect graduation speech to inspire others?  

Preparing a perfect graduation speech is not as easy as it seems. It’s a one-time opportunity that you cannot miss and most students are willing to make the best out of it. To ensure that your speech is perfect, certain components have to be considered that will make your graduation speech look more appealing. 

1. Explore 

The graduation speech is a proud moment for students, their parents, and the teachers. A perfect opportunity for graduating kids to reflect on who they are and what they will be. To make your speech exceptional, the first important step is to explore. Explore who you are and how you want others to remember you. Your words will be imprinted in others’ minds for years so ensure to make a mark and represent your true self. 

2. Theme 

It will be easy to identify a theme when you are aware of yourself. Your theme should be a true representative of yourself. Something that your peers, parents, and teachers feel related to. Whether you reflect on the importance of being mindful or show gratitude to everyone on your journey, stick to a theme and prepare your speech. A clear and simple theme will help you form a wonderful and organized speech that represents the message you wish to convey. 

3. Authenticity 

Staying true to your personality is at the core of the graduation speech. Harnessing the power of your strengths and utilizing your weaknesses productively will give you an edge and will make your speech a memorable one. Infusing your true personality in your graduation speech will not only make it a powerful speech but it will raise different emotions in your audience that will captivate their attention and help them connect with you and your thoughts. 

4. Reflect and express 

Your graduation speech is the moment where you can reflect on your learnings and be grateful to all the people who helped you navigate your educational journey. Reflect on your past achievements, future aspirations, and present goals. Let your speech motivate others and leave a lasting impression on the audience. Additionally, express your emotions and let yourself be vulnerable. It will help you better relate to the audience. 

5. Humor 

A little humor is the perfect ingredient to make your graduation speech just right. It will make your audience laugh, feel things you are saying, and understand your viewpoints. It will also ensure that your speech is not monotonous and does not become boring. Maybe a little joke or some witty slang will do the work just fine. 

6. Final message

Lastly, a wonderful speech requires a concise message. These words of wisdom will summarize your speech and ensure that the message you wish to deliver is understood by others. A line or two at the end, clearly stating your final message with a call to action and practical advice will make your speech more original, authentic, and inspiring. 

Some other things that you can include in your graduation speech to get some brownie points are- 

• Include a motivational quote about some great personality or life skills, such as problem-solving , critical thinking, making choices in life , etc. to make an impact. 
• Include real-life examples of great personality relevant to your speech 
• Understand your audience and the environment of the graduation ceremony. Adapt yourself for the same and be flexible in your speech 
• Avoid cliches or senseless talk just for the sake of fun. Adding humor is different from being irrelevant. 

Wrapping up

Tapping on your creative thinking and acting out of your comfort zone gives the best outputs. The same stands true for graduation speech. Presenting a graduation speech is an empowering moment that connects you with all those hearing you and helps you express your thoughts and emotions.

It’s important to choose a perfect graduation speech topic as it can make your speech more powerful and inspiring. The above-mentioned topics have a wide range of themes and are perfect options for the occasion of graduation. So, go ahead and pick your theme and shine like the brightest star on your graduation day. 

I am Sehjal Goel, a psychology student, and a writer. I am currently pursuing my Masters’s from Banaras Hindu University, Varanasi. Child psychology has always fascinated me and I have a deep interest in learning about disabilities in children and spreading awareness regarding the same. My other areas of interest are neuropsychology and cognitive psychology. Connect me on Linkedin

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I have delivered a few graduation speeches over the years. Those experiences have led to this recurring dream, a version of which many will recognize.

It is the day of graduation. For various reasons, I have not yet written the speech. If that were not bad enough, I have forgotten the time and place of the ceremony. And I have no way to get there!

Not long ago, in real life, I sent a message to St. Petersburg College, the school attended by my wife and three daughters. I recommended a writer I know as a potential commencement speaker. A polite response informed me that such a speech by a special speaker is no longer part of the ritual. It takes too much time. The main purpose is to hustle hundreds of cheerful graduates across the stage and out the door.

Maybe that is what triggered my recent dream, where I was to be the SPC speaker. With only minutes to spare, I had still not yet written my speech. Normally, this would have filled me with anxiety.

But not this time. This time, I improvised a speech on the spot and was ready to offer it up to an adoring audience. Before I had a chance to deliver it, I woke up.

No worries. I committed my wise remarks to memory and offer it here, in its glorious brevity, in honor of all those new grads at SPC — and to graduating students everywhere.

Dear Graduates,

I want to begin with a poem. Here it is:

A wonderful bird is the pelican.

Its bill will hold more than its belican.

That couplet was written not by William Shakespeare or Robert Frost. It was written more than 100 years ago by a newspaper writer in Tennessee who really liked birds.

Those two lines became so popular that they appeared for years on Florida postcards next to the image of those graceful winged creatures, the ones that, at first look, appear prehistoric.

I was reading the newspaper one day — a habit I recommend — when I noticed that the City of St. Petersburg had commissioned a sculpture to stand at the entrance of the new Pier District. The artwork was a large red origami-style pelican. I realized anew how important that bird was to the history and iconography of our city.

I was inspired to go to City Hall with a proposal: The brown pelican, once endangered, should become the official bird of the City of St. Petersburg. This designation would help good folks spread the word about the dangers humans pose to all seabirds. Those dangers are often posed by people who fish.

Pelicans can mistake lures for real fish and get hooked. People fishing make the mistake of cutting the line. The result can be a slow death for the birds, along with fishing lines being dragged back to nesting places.

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One morning my wife and I were at St. Pete Beach and walked down to the spot where the Gulf of Mexico flows into Blind Pass. Pelicans were dive-bombing the water, hungry for fish, and, sure enough, one bird snagged the lure of a young man fishing off the sea wall.

I worried that the man, maybe as young as one of you, would cut the line, leaving the pelican to its doom. Instead, he gently pulled the bird closer to the shore. He climbed down some rocks to get closer to the water. He grabbed a tool from his tackle box. He controlled the movement of the bird, opened its satchel of a bill, pushed the hook through, cut it with his pliers and freed the bird from the fishing line.

When he climbed back up, I could see that his hand was bloody. I patted him on the back and offered my appreciation that he had done exactly the right thing.

Not long after that event, the City Council declared that the brown pelican was now the official bird of the city. They invited me to the meeting, where I recited the entire poem, not just the couplet:

A wonderful bird is the pelican

Its bill will hold more than its belican

It can keep in its beak

Food enough for a week

But I’m damned if I see how the helican.

There are lessons to be learned from my brief words, dear graduates.

You can learn that a poem, even a brief one, even a silly one, can be powerful.

You can learn that an ordinary person with a cool idea can move City Hall.

But the key lesson is not from the poet or politician.

It comes from that young man — who might be one of you — who saved that single pelican.

He had a craft to which he was devoted: fishing. He had the tools necessary to carry out that craft. He had the physical courage to climb down those rocks and get his hands bloody. Most important, he had the moral courage to understand that there is a difference between the easy way, and the right way.

Be like that young man, graduates.

One more thing before you toss your caps in the air and spray the champagne. When I fell back to sleep, my dream continued. In it, I imagined I was at a tattoo parlor where an artist named Tate was inking a large image of a pelican in flight across my back, shoulder to shoulder. I will not reveal now whether or not I have acted upon that vision. You may have to invite me back next year to find out.

Now go out there and save a bird. And the world.

Roy Peter Clark is a contributing writer to the Tampa Bay Times. Contact him at [email protected] .

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Study reveals brain mechanisms behind speech impairment in Parkinson’s

Most Parkinson’s disease patients struggle with speech problems. New research by Stanford Medicine scientists uncovers the brain connections that could be essential to preserving speech.

May 28, 2024 - By Nina Bai

Research by Stanford Medicine scientists may explain why some treatments for Parkinson’s — developed mainly to target motor symptoms — can improve speech impairments while other treatments make them worse. Lightspring /Shutterstock.com

Parkinson’s disease is most well-known and well-studied for its motor impairments — tremors, stiffness and slowness of movement. But less visible symptoms such as trouble with memory, attention and language, which also can profoundly impact a person’s quality of life, are less understood. A new study by Stanford Medicine researchers reveals the brain mechanisms behind one of the most prevalent, yet often overlooked, symptoms of the disease — speech impairment.

Based on brain imaging from Parkinson’s patients, the researchers identified specific connections in the brain that may determine the extent of speech difficulties.

The findings , reported May 20 in the Proceedings of the National Academy of Sciences , could help explain why some treatments for Parkinson’s — developed mainly to target motor symptoms — can improve speech impairments while other treatments make them worse.

More than a motor disorder

“Parkinson’s disease is a very common neurological disorder, but it’s mostly considered a motor disorder,” said Weidong Cai , PhD, clinical associate professor of psychiatry and behavioral sciences and the lead author of the new study. “There’s been lots of research on how treatments such as medications and deep brain stimulation can help improve motor function in patients, but there was limited understanding about how these treatments affect cognitive function and speech.”

Over 90% of people with Parkinson’s experience difficulties with speech, an intricate neurological process that requires motor and cognitive control. Patients may struggle with a weak voice, slurring, mumbling and stuttering.

“Speech is a complex process that involves multiple cognitive functions, such as receiving auditory feedback, organizing thoughts and producing the final vocal output,” Cai said.

The senior author of the study is Vinod Menon , PhD, professor of psychiatry and behavioral sciences and director of the Stanford Cognitive and Systems Neuroscience Laboratory .

The researchers set out to study how levodopa, a common Parkinson’s drug that replaces the dopamine lost from the disease, affects overall cognitive function. They focused on the subthalamic nucleus, a small, pumpkin-seed-shaped region deep within the brain.

Weidong Cai

The subthalamic nucleus is known for its role in inhibiting motor activity, but there are clues to its involvement in other functions. For example, deep brain stimulation, which uses implanted electrodes to stimulate the subthalamic nucleus, has proven to be a powerful way to relieve motor symptoms for Parkinson’s patients — but a common side effect is worsened speech impairment.

Same test, different scores

In the new study, 27 participants with Parkinson’s disease and 43 healthy controls, all older than 60, took standard tests of motor and cognitive functioning. The participants with Parkinson’s took the tests while on and off their medication.

As expected, the medication improved motor functioning in the patients, with those having the most severe symptoms improving the most.

The test for cognitive functioning offered a surprise. The test, known as the Symbol Digit Modalities Test, is given in two forms — oral and written. Patients are provided with nine symbols, each matched with a number — a plus sign for the number 7, for example. They are then asked to translate a string of symbols into numbers, either speaking or writing down their answers, depending on the version of the test.

As a group, the patients’ performance on both versions of the cognitive test was little affected by medication. But taking a closer look, the researchers noticed that the subset of patients who performed particularly poorly on the spoken version of the test without medication improved their spoken performance on the medication. Their written test scores did not change significantly.

“It was quite interesting to find this dissociation between the written and oral version of the same test,” Cai said.

The dissociation suggested that the medication was not enhancing general cognitive functions such as attention and working memory, but it was selectively improving speech.

“Our research unveiled a previously unrecognized impact of dopaminergic drugs on the speech function of Parkinson’s patients,” Menon said.

Uncovering connections

Next, the researchers analyzed fMRI brain scans of the participants, looking at how the subthalamic nucleus interacted with brain networks dedicated to various functions, including hearing, vision, language and executive control.

Vinod Menon

They found that different parts of the subthalamic nucleus interacted with different networks.

In particular, they discovered that improvements on the oral version of the test correlated with better functional connectivity between the right side of the subthalamic nucleus and the brain’s language network.

Using a statistical model, they could even predict a patient’s improvement on the oral test based on changes in their brain’s functional connectivity.

“Here we’re not talking about an anatomical connection,” Cai explained. Rather, functional connectivity between brain regions means the activity in these regions is closely coordinated, as if they are talking to each other.

“We discovered that these medications influence speech by altering the functional connectivity between the subthalamic nucleus and crucial language networks,” Menon said. “This insight opens new avenues for therapeutic interventions tailored specifically to improve speech without deteriorating other cognitive abilities.”

This newly identified interaction between the subthalamic nucleus and the language network could serve as a biological indicator of speech behavior — in Parkinson’s as well as other speech disorders like stuttering.

Such a biomarker could be used to monitor treatment outcomes and inspire new therapies. “Of course, you can directly observe the outcome of a medication by observing behavior, but I think to have a biomarker in the brain will provide more useful information for the future development of drugs,” Cai said. 

The findings also provide a detailed map of the subthalamic nucleus, which could guide neurosurgeons performing deep brain stimulation in avoiding damage to an area critical to speech function. “By identifying key neural maps and connections that predict speech improvement, we can craft more effective treatment plans that are both precise and personalized for Parkinson’s disease patients,” Menon said.

The study received funding from the National Institutes of Health (grants P50 AG047366, P30 AG066515, RF1 NS086085, R21 DC017950-S1, R01 NS115114, R01 MH121069 and K99 AG071837) and the Alzheimer’s Association.

About Stanford Medicine

Stanford Medicine is an integrated academic health system comprising the Stanford School of Medicine and adult and pediatric health care delivery systems. Together, they harness the full potential of biomedicine through collaborative research, education and clinical care for patients. For more information, please visit med.stanford.edu .

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Katy Perry ‘Fixed’ Harris Butker’s Controversial Speech for Pride Month

Katy Perry welcomed pride month by changing up Harris Butker's speech.

Katy Perry welcomed pride month by editing Harris Butker ’ s graduation speech on Saturday, June 1. “Fixed this for my girls, my graduates, and my gays – you can do anything, congratulations and happy pride,” the 39-year-old captioned an Instagram post.

The original speech told by the Kansas City Chiefs athlete spoke about the LGBTQ community, abortion, IVF, and even discussed a woman’s title as a “homemaker.” During his controversial discourse, he said, “ For the ladies present today, congratulations on an amazing accomplishment…I want to speak directly to you briefly because I think it is you, the women, who have had the most diabolical lies told to you… How many of you are sitting here now about to cross this stage and are thinking about all the promotions and titles you are going to get in your career? Some of you may go on to lead successful careers in the world, but I would venture to guess that the majority of you are most excited about your marriage and the children you will bring into this world.” 

View this post on Instagram A post shared by KATY PERRY (@katyperry)

The “California Girls” singer decided to change his words to enlighten the month, editing Harrison’s words to say, “For the ladies present today, congratulations on an amazing accomplishment. You should be proud of all that you have achieved at this point in your young lives. How many of you are sitting here, now about to cross this stage, and are thinking about all the promotions and titles you’re going to get in your career? I would venture to guess the women here today are going to lead successful careers in the world. I say all of this to you because I have seen firsthand how much happier someone can be supporting women, and not saying that the majority of you are most excited about your marriage and the children you will bring into this world. The road ahead is bright, things are changing. Society is shifting and people young and old are embracing diversity, equity and inclusion. With that said, I want to say Happy Pride to all of you, and congratulations class of 2024.” 

Aside from the “Fireworks” singer’s response to the speech, many of his colleagues within the industry also chimed in on the subject. NFL vice president Jonathan Beane released a speech, “ Harrison Butker gave a speech in his personal capacity. His views are not those of the NFL as an organization… The NFL is steadfast in our commitment to inclusion, which only makes our league stronger.”

In addition to the comments, Justice Horn – former Kansas City Commissioner – wrote, “Harrison Butker doesn’t represent Kansas City nor has he ever. Kansas City has always been a place that welcomes, affirms, and embraces our LGBTQ+ community members.”

Tennessee politician's 6-year-old son upstages House speech with silly faces: Watch

As republican rep. john rose gave a speech on the house floor lambasting the prosecution of donald trump, his 6-year-old son guy was making a barrage of silly faces in the background on c-span.

A 6-year-old boy stole the show inside the House of Representatives on Monday as he made silly faces for the C-SPAN camera as his father spoke at a podium.

Rep. John Rose, a Tennessee Republican, was on the House floor addressing the trial and conviction of former President Donald Trump, who was found guilty of 34 felony counts of falsifying business records on Friday.

But whatever message Rose had was upstaged by his son, Guy. The boy was seated behind Rose and made a barrage of silly faces for the C-SPAN camera during his father's serious talk. Guy eventually grew bored and moved outside of the camera's view.

The video had been viewed more than 1.5 million times since it was posted on X as of Monday afternoon, drawing numerous responses, reactions and GIFs.

"So sorry I was slow responding to your email," wrote X user Aaron Fritschner . "I was tied up watching this over and over again."

Prep for the polls: See who is running for president and compare where they stand on key issues in our Voter Guide

Watch Guy 'have his moment' below

Who is john rose.

John Rose, 59, is a member of the U.S. House, representing Tennessee's 6th Congressional District. Rose has served Tennessee since 2019 and is running for re-election in 2024.

During his speech he lambasted Trump's conviction.

"Using the justice system to engage in a politically driven prosecution and now conviction of a major political party nominee running for president, especially on the charges brought against Donald Trump, should gravely concern every member of this body, as well as every American across our country," Rose said.

Many amused by Guy's antics, including his father

Rose took his son's viral moment in stride, writing on X that: "This is what I get for telling my son Guy to smile at the camera for his little brother."

The congressman's office said that Guy was with Rose for the week to "job shadow" his father after recently finishing kindergarten. Rose's other son, 3-year-old Sam, and wife Chelsea are in Tennessee.

Many felt that Guy got the job done and then some, writing that he provided a bit of a joy during an otherwise serious moment. Many said they struggled focus on anything Rose said because they were too busy looking at Guy.

"I didn’t hear a word he said," X user @clalter59 wrote. "This kid will be a comic one day."