For many of us, learning to read seems like something that just happened overnight. One day our parents were reading us to us, then like magic, with enough repetition, we just started to read the words on the page.

But learning to read is not automatic and it happens way before kids understand that letters stand for sounds; children start learning to read by gaining a language skill called phonological awareness (PA).

Up to 50% of children require direct, or explicit, instruction to learn to read proficiently, while up to 15% of children require explicit instruction to learn to read. Explicit instruction is presented in a sequential format, which provides children with the review and consistent practice that allow them to encode (spell) and decode (read) with ease.

The International Dyslexia Association (IDA) indicates that instruction for students with dyslexia or other reading disabilities should include Structured Literacy™ programs, an explicit, systematic, and cumulative reading program. It integrates listening, speaking, reading, and writing.

There are some common myths and misconceptions about individuals who have dyslexia. Decoding Dyslexia, a grassroots parent group, helps break down some of these myths.

The first is that dyslexia is rare. In fact, Dyslexia affects 1 in 5 people, according to 25+ years of research by the National Institutes of Health and Studies at Yale University. The American Academy of Pediatrics states that dyslexia is the most common learning disability, accounting for 80% of all learning disabilities.

Another myth is that children with dyslexia will outgrow it. In fact, children do not outgrow dyslexia. Dyslexia can be remediated by the right kind of instruction, but symptoms do not go away just because a child grows up. Children with dyslexia grow up to be adults with dyslexia.

Read the full article about phonological awareness by Jeanne Jeup at Getting Smart.