Dyslexia - 1 © Andrew P. Johnson, Ph.D. ELEVEN THINGS WE KNOW ABOUT DYSLEXIA Andrew P. Johnson, Ph.D. Minnesota State University, Mankato andrew.johnson@mnsu.edu Based on the psycholinguist model of reading and a body of research from a wide variety of areas, there are eleven important things to know about dyslexia. 1. Dyslexia is a term used for students with extreme reading difficulties. The International Literacy Association says, “… there is no empirical basis for the use of the term dyslexic to distinguish a group of children who are different from others experiencing difficulty in acquiring literacy” (2016a, page 8). Accordingly, dyslexia is simply another name for students on the lowest end of the reading continuum (Elliot & Grigorenka, 2014a; ILA, 2016b; Lipson & Wixson, 2009; Protopapa & Parrila, 2018; Strauss, 2014). 2. Dyslexia is not a brain disorder (Coles, 2004; Gabriel, 2018; Protopapa & Parrila, 2018; Strauss, 2014; Vellunitio, Fletcher, Snowling, & Scanlon, 2004). There is no reliable evidence to show that the brains of students with dyslexia are qualitatively different from the brains of other students (Moreau, Stonyer, McKay & Walkie, 2018; Protopapa & Parrila, 2018; Ramus, Altarelli, Jednorog, Zhao, & di Covella, 2018; Strauss, 2014; Vandermosten, Hoeft, & Norton, 2016). The brain imaging research that purports to demonstrate “dysfunction” or “abnormalities” is fraught with methodological concerns (Bishop, 2013; Coles, 2004: Elliot & Grigorenka, 2014; Hruby, 2011; Ramus, Altarelli, Jednorog, Zhao, & di Covella, 2018; Strauss, Goodman, & Paulson, 2009). These concerns are usually related to small sample size, the type of subjects used in studies, using single-word reading tasks, the use of the phonological model to define and understand reading, the types of data collected, the over-interpretation of the data, and the kinds of generalizations made based on the data. And while brain-imaging research is of some interest, it does little to move the field forward in terms of actually helping students with dyslexia (Elliott & Grigorenka, 2014b; Frey & Fischer, 2010; ILA, 2016b; Turner, 2012). Knowing that certain areas of the brain may or may not light up during word reading tells us nothing about the type of instruction or interventions that are effective in helping students with dyslexia create meaning with print (Velluntio, Fletcher, Snowling, & Scanlon, 2004). This is not to say that there are not differences when comparing the brain images of students with dyslexia to other students. However, many of the differences can be explained by differences in instruction and experience (Klein, 2002; Vandermosten, Hoeft, & Northon, 2016; Strauss, 2014). Also, these differences largely disappear with the right kinds of instruction and experience (Coles, 2004). 3. Dyslexia is not related to visual problems (Husdon, High, & Al Otaiba, 2007: ILA, 2016a; Strauss, 2011; Weaver, 1994). Eye and visual problems do not cause dyslexia. And, there is no scientific evidence to show that vision therapy of any kind has any positive effect with students with dyslexia. 4. Dyslexia is not related to letter reversal (Husdon, High, & Al Otaiba, 2007: ILA, 2016a). Reading and writing letters and words backwards are common in the early stages of learning to read and write. Students with dyslexia do not jumble up words or letters to any greater degree than beginning readers or readers of similar ability. 5. Students with dyslexia often have difficulties analyzing and processing phonological data (Elliott & Grigorenko, 2014; Fawcett & Nicolson, 2007; Hadzibeganovic, et