The Annual Newsletter of the International Reading Association's Phonics Special Interest Group
Book Review
Overcoming Dyslexia: A New and Complete Science-Based Program for Reading
Problems at any Level
Book by Sally Shaywitz, M.D. (2003)
New York: Alfred Knopf
This book, without too much jargon, demystifies dyslexia for teachers,
parents, administrators, and specialists. Much of the writing is directed
at parents who suspect or know that their child has a reading disability.
Sally Shaywitz, debunks some myths and provides specific information that
parents can use to help their children become readers.
Bringing us up to date on the history of dyslexia, Shaywitz explains
misconceptions about the “word blindness” disease, as it was
once called, which implied some sort of difficulty with vision. Some of
those errant notions persist today, with teachers thinking dyslexia is
when children reverse letters or can’t see print clearly, and as
a result read slowly. Recent technology allows us to view the function
of the brain during the act of reading, revealing that dyslexia is closer
to “sound blindness.” Dyslexics find it difficult or impossible
to hear and manipulate phonemes, the smallest parts of speech. Shaywitz
also explains that phonological abilities are not related to intelligence
and are, in fact, quite independent of intelligence.
The highlight of Shaywitz’s research is the understanding that dyslexia
is no longer a mysterious disability and can be overcome if parents and
educators intervene early with explicit instruction. Of particular interest,
she describes how the neurological activation of pathways involved with
dyslexia are now observable through functional Magnetic Resonance Imaging
(fMRI) and other less sophisticated testing.
Shaywitz explores, in Part 1, the early history of diagnosing reading
problems, biases that have crept into the evaluations of reading disabilities,
and how dyslexic children are treated in schools. In Part 2 she presents
new theories about identifying and treating dyslexia. Part 3 offers practical
advice and exercises to help children to become better readers, and Part
4 focuses on overcoming the disability. The epilogue includes commentary
from dyslexic readers who've become successful, including John Irving,
Charles Schwab, and Wendy Wasserstein.
Shaywitz offers clues to identify early those who are likely to have
difficulty learning to read. She lists reading-related skills parents
should look for when observing their young children reading aloud. Older
students who are dyslexic may have learned to mask the extent of their
reading problems. While methods to identify at-risk children and dyslexic
young adults are explained, missing is a marker or test that could prove
a propensity for dyslexia before kindergarten.
When I read this book last summer, I wrote to Dr. Shaywitz to praise
her work. I asked why she did not travel around the country teaching this
new research to classroom and special education teachers. She responded
that she doesn’t want to be taken away from her research and that
she hopes it will reach mainstream educators. She even sent me three free
books to share with parents and teachers.
Her career in pediatrics and neurobiology gives her both knowledge and compassion for dyslexic children across age ranges and socio-economic backgrounds. Her underlying message is “Get the word out.” Let’s do that.
Reviewed by Kendra Wagner
Washington Research Institute