Co-Existing Conditions
Dyslexia can often be found to coexist with other learning differences that frequently occur together, making learning difficult.
Dysgraphia
What it is: A difficulty with the physical act of writing and expressing ideas in writing.
Common Challenges: Poor handwriting, trouble with pencil grip, and difficulty in transcribing words on paper or a keyboard.
Support: Occupational therapy to improve fine motor skills, using text-to-speech or speech-to-text software, and allowing keyboard use for assignments.
Dyscalculia
What it is: A difficulty with numbers and understanding mathematical concepts.
Common Challenges: Problems with basic math facts, performing operations, and understanding number-based information.
Support: Using calculators, downloading number-support software, and assigning math-alternative tasks.
Dyspraxia
What it is: A developmental condition that affects physical coordination and movement.
Common Challenges: Difficulties with motor planning and coordination and other daily movements.
Support: Occupational therapy to improve fine motor skills and coordination.
Other conditions that may exist along side dyslexia...
Anxiety
Anxiety is a frequent emotional symptom demonstrated by students with dyslexia. For some students, even when in the most supportive school/home environments, frustration, confusion, and anticipation of failure due to their own learning disability often impacts their ability to be successful. Schools and families can work together to provide systematic supports and interventions to enable students to learn to cope with anxiety.
Attention-Deficit/ Hyperactivity Disorder (ADHD)
Dyslexia and ADHD are two distinct conditions that are often comorbid, however, one does not cause the other. A student who is diagnosed with ADHD can present with characteristics such as inattention, distractibility, hyperactivity, and impulsivity. According to the International Dyslexia Association (IDA), it is estimated that 30% of those with dyslexia have ADHD as well, making it one of the most common co-existing conditions with dyslexia. Upon completion of an evaluation, a physician or psychologist can diagnose the presence of ADHD in a student.
Executive Functioning Disorder
Executive functioning is the use of skills to organize and act on information. The executive functions are a diverse, but related and overlapping, set of skills that help people manage and control all life tasks.
The following are components of executive functioning.
1. Metacognition, or the awareness of one's own thought processes.
2. Working memory
3. Attention and focus
4. Self-control
5. Goal-directed persistence
6. Cognitive flexibility/shift
Students who have challenges in executive functioning may have difficulty paying attention, remembering details, and maintaining control in order to analyze, plan, and organize information to complete tasks. Students may struggle with self-regulation, time management, self-motivation, and metacognitive skills to help with their learning and thinking processes. Executive functioning issues are often present in students diagnosed with ADHD and or dyslexia; however, students who struggle with reading and writing, can also present with these characteristics due to other mitigating factors such as frustration, discouragement, fear of failure, or lack of motivation.
Speech/Language Disorders
Students with dyslexia may also present with common speech/language Disorders involving problems in the articulation of sounds and the accuracy of sound production and/or atypical oral language development. Although impairments in language and reading are distinct disorders, they are often closely related conditions. Speech and language are often evaluated as part of a comprehensive evaluation for dyslexia. Speech/language services are accessed through an Individualized Education Program (IEP), for students who qualify. Speech and language disorders can be a stand-alone category of eligibility for special education services as well as a co-existing condition.