Treatment of Dyslexia
The recommended treatment for dyslexia is structured, explicit educational intervention focusing on phonemic awareness and phonics-based decoding skills, delivered through intensive individualized instruction, with educational accommodations provided through an IEP or 504 Plan. 1, 2
Core Educational Interventions
The foundation of dyslexia treatment must be language-based remediation, as dyslexia is fundamentally a phonologic processing disorder affecting the alphabetic code. 2
Effective remedial programs should include:
- Explicit instruction in phonemic awareness and systematic phonics application 2, 3
- Daily intensive individualized instruction targeting decoding skills 2
- Fluency training to improve reading speed and automaticity 2
- Vocabulary development and reading comprehension strategies 2
- Structured teaching approaches tailored to each child's specific strengths and vulnerabilities 1
The evidence demonstrates that treatment-specific effects occur with focused interventions—children receiving decoding skills training show measurable improvements in word recognition that exceed control treatments. 3 However, a critical caveat is that even successful interventions may not fully remediate grapheme-phoneme correspondence rule application, suggesting the need for sustained, comprehensive approaches. 3
School-Based Support Systems
Formal educational support structures are essential:
- Children with dyslexia should receive services under either a 504 Rehabilitation Plan or an IEP under the "other health impairment" designation 1
- An IEP is specifically recommended to create an educational environment appropriate for each child's learning needs 1
Required educational accommodations include:
- Extended time for tests and assignments 1
- Reduced homework demands when appropriate 1
- Provision of teacher's notes 1
Family-School Partnership
Strong family-school partnerships significantly enhance treatment outcomes. 1 Parent training to implement interventions at home is crucial for optimal results, extending the intensity and consistency of remediation beyond school hours. 1
Monitoring and Reassessment
Regular reassessment at educational transition periods (primary to secondary school, secondary to post-secondary) is essential 1 because environmental demands change substantially with age, requiring adjustment of interventions and accommodations. 4
Educational specialists should partner with medical providers to maximize school support and ensure appropriate resource allocation. 1
What NOT to Do: Common Pitfalls
Vision-based treatments lack scientific support and should be avoided:
- Visual training, muscle exercises, ocular pursuit-and-tracking exercises, behavioral/perceptual vision therapy, "training" glasses, prisms, and colored lenses/filters are NOT effective treatments for dyslexia 2
- There is no valid evidence that vision therapy makes children more responsive to educational instruction 2
- Children with dyslexia have the same visual function and ocular health as children without dyslexia 2
These interventions persist because learning disabilities are difficult for the public to understand, but they divert resources from evidence-based language interventions. 2
Addressing Comorbid Psychological Symptoms
40-60% of dyslexic children develop psychological manifestations including anxiety, depression, and attention deficit. 5 The diagnostic assessment must include evaluation of the child's psychological state with information from parents and teachers. 5 Psychotherapy for coexisting psychological disturbances should be provided alongside reading/spelling interventions. 5
Dyslexia severity, comorbid ADHD, level of perceived social support, and female gender are factors that most influence psychosocial outcomes. 6 Early recognition and treatment of dyslexia as a cause of discomfort is essential to prevent these secondary complications. 6
Prevention Strategies
Evaluated preventive programs are available for use in kindergarten and at home that promote children's ability to acquire reading and spelling skills. 5 Early intervention before formal reading instruction begins can reduce the severity of subsequent reading difficulties. 5