Stealth Dyslexia: could your child be suffering?

Is your child bright and articulate – but struggling with reading?  Does your child have high scores on reading tests – but is a slow and laborious reader?  He could be suffering from Stealth Dyslexia; several children I have assessed recently seem to fit in to this area of dyslexia.  Parents and teachers really need to know about this!

So what is Stealth Dyslexia?  It sounds like something furtive or sneaky – or some sort of technology which makes detection by radar difficult, right?  And in a way, it’s exactly that.

Stealth Dyslexia is the term that’s used to describe a child who struggles in school despite having average or even above average reading abilities.  On reading tests, this child may score quite high.  His comprehension and accuracy may be good.  His spelling may not be the best – but it’s ok.  He gets by in class.  But he may well be working far below his capability.

The term “Stealth Dyslexia” was adopted by Brock and Fernette Eide to describe children who score well on reading tests but who struggle with phonics and decoding – signs of dyslexia.  This child is able to use his strong underlying cognitive ability to compensate for deficits in auditory or visual processing that cause the reading problems in dyslexia. His underlying ability masks his difficulties. As a result, he is able to read with relatively good comprehension.

Children with Stealth Dyslexia often underperform in the classroom. Yet they are often not identified and rarely receive the help they need. So it’s easy for this child to be overlooked.  To slip under the radar…

These outwardly bright and dynamic young people all told me their experience of reading was difficult and stressful – definitely something to be avoided! So if your child is bright and seems to understand most of what he reads – but avoids reading whenever possible, is reluctant to read out loud, finds it difficult to “sound out” unfamiliar words or has poor spelling – think about Stealth Dyslexia!

Read more at the Davidson Institute:

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