March 27th, 2025
Francisco "Paco" Usero-González
@druserogonzalez

The IDA Infographic and Structured Literacy:
Clearing Up Misconceptions for Better Implementation

Empowering Educators: Key Takeaways from the IDA Infographic & Structured Literacy Webinar​
I am beyond honored to have been part of the expert panel for "The IDA Infographic and Structured Literacy: Clearing Up Misconceptions for Better Implementation," hosted by EdWeb in partnership with CORE Learning, and The Reading League. This incredible conversation brought together educators, researchers, and literacy advocates around the world to discuss how Structured Literacy can be implemented effectively, especially for multilingual learners and students with diverse language backgrounds.

A Huge Thank You to Our Hosts & Panelists
A heartfelt thank you to EdWeb, CORE Learning, and The Reading League staff for making this webinar possible. Their dedication to supporting educators through high-quality professional learning opportunities is truly inspiring.
I also want to express my deepest appreciation to my fellow panelists, Dr. Simone Gibson and Dr. Endia Lindo, for their expertise, insight, and commitment to ensuring literacy instruction is intentional, inclusive, and culturally responsive. The depth of knowledge and passion in this discussion was nothing short of inspiring.
Key Takeaways: What Educators Need to KnowDuring the webinar, we tackled some of the most pressing misconceptions and challenges in Structured Literacy implementation. Here are some of the major themes we discussed:
- The IDA Infographic is not a checklist—it’s a roadmap. Educators should use it as a planning tool that helps them make intentional, research-based instructional decisions.
- Structured Literacy must account for language variation. Language diversity should not be seen as a barrier but as a strength that can enhance literacy instruction when approached strategically.
- Translanguaging belongs in Structured Literacy classrooms. Multilingual learners don’t compartmentalize languages; they use their full linguistic repertoire to process reading and writing. We discussed how strategic translanguaging can deepen literacy skills without compromising systematic instruction.
- Systemic barriers, not teacher motivation, often block effective implementation. Teachers need flexible, linguistically inclusive curricula, professional development in second language acquisition, and assessment tools that distinguish between language differences and reading difficulties.
- Educators need to move from identifying “gaps” to leveraging students’ linguistic assets. Rather than seeing multilingual learners as starting from zero, we must recognize and build on their existing knowledge to accelerate literacy development.
And more... for that you need to do the following step.

Watch the Webinar & Earn CE CreditsIf you missed the live session, you can still watch the full webinar on EdWeb and earn continuing education (CE) credits for participating. This is a valuable opportunity for educators who want to deepen their understanding of Structured Literacy and multilingual learners while gaining practical, research-backed strategies for the classroom.
Watch the webinar and earn CE credits here: http://www.edweb.net/lang-lit 
Final Thoughts: The Work ContinuesThe conversations we had during this panel are just the beginning. As educators, researchers, and literacy leaders, we must continue advocating for structured, explicit, and linguistically inclusive literacy instruction that supports all students—especially those from multilingual and culturally diverse backgrounds.
Thank you to everyone who attended, engaged, and sent messages of appreciation. Let’s keep this momentum going and work together to ensure every student has access to the high-quality literacy instruction they deserve.
With gratitude,
Dr. Paco

March 5th, 2025
Francisco "Paco" Usero-González
@druserogonzalez

Special Education in the United States: 
Before, then, and now...

Special education in the United States has evolved significantly over time, moving from exclusion and segregation toward inclusion and empowerment. This post explores this journey, with special attention to bilingual students with disabilities who often face unique challenges in our educational system.

A Brief History of Special Education
Special education in the United States began with minimal support, as children with disabilities were often excluded from public education entirely. The landscape transformed dramatically following landmark court cases in the early 1970s that established fundamental rights to education for children with disabilities.
In 1972, pivotal cases like Pennsylvania Association of Retarded Children v. Commonwealth of Pennsylvania and Mills v. Board of Education established the constitutional rights of children with disabilities to access public education. These rulings directly led to the Education for All Handicapped Children Act in 1975, which eventually evolved into the Individuals with Disabilities Education Act (IDEA) that we know today.

The Legal Framework Today
The modern special education system is built on several key laws:
The Individuals with Disabilities Education Act (IDEA) serves as the cornerstone of special education in the United States. Originally enacted in 1975 and most recently amended in 2004, IDEA aims to address educational problems associated with "low expectations and insufficient focus on alternative research, teaching methods, and tools" for students with disabilities.
IDEA established six fundamental principles that guide special education today:

1. Free Appropriate Public Education (FAPE) - Every child deserves an education tailored to their needs at no cost to parents
2. Appropriate Evaluation - Schools must conduct thorough, non-discriminatory evaluations
3. Individualized Education Program (IEP) - A customized plan for each student's unique needs
4. Least Restrictive Environment (LRE) - Students should be educated with peers without disabilities whenever possible
5. Parent and Student Participation - Families are equal partners in educational decisions
6. Procedural Safeguards - Parents have rights to question and appeal decisions

Another important protection comes from Section 504 of the Rehabilitation Act of 1973, a federal civil rights law protecting individuals with disabilities from discrimination in programs receiving federal financial assistance, including public schools.

Understanding Support Plans: IEPs vs. 504 Plans
Families, legal guardians, and educators often confuse these two types of support plans:
The key difference is that "a child with an IEP needs some instruction on how to handle their disability, or strategies that we could teach them to help them cope with their disability," whereas a child who only needs accommodations may only need a 504 plan.
Think of it this way:

• An IEP is like a custom-built house designed specifically for your child's educational needs
• A 504 Plan is like adding a wheelchair ramp to an existing house - it provides access but doesn't change the underlying structure

Differences Between IEPs and 504 Plans
While both support students with disabilities, key differences include:

Feature                    IEP                                                504 Plan
Legal basis                          IDEA (special education law)                   Section 504 (civil rights law)
Purpose                               Provides specialized instruction            Ensures equal access
Eligibility                            13 specific disability categories with    Any disability substantially limiting a major life activity
                                              adverse educational impact
What it provides               Individualized special education           Accommodations and modifications to provide equal access
                                              and related services
Documentation                 Highly formalized with specific              Less formalized, no standard format required
                                              components
Funding                              Federal funding available                         No dedicated funding
Parental rights                  Extensive procedural safeguards           Fewer procedural protections

The difference is that a child with an IEP needs some instruction on how to handle their disability, or strategies that we could teach them to help them cope with their disability, whereas a child who only needs accommodations may only need a 504 plan.
​

Support Frameworks

Response to Intervention (RTI) and Multi-Tiered System of Supports (MTSS)
RTI and MTSS are complementary frameworks used to identify and support students with diverse needs:
Response to Intervention (RTI) is a data-driven approach focusing primarily on academic supports through a three-tier system:

• Tier 1: High-quality core instruction for all students (targeting ~80% of students)
• Tier 2: Targeted interventions for students not progressing adequately (targeting ~15%)
• Tier 3: Intensive, individualized interventions (targeting ~5%)

Multi-Tiered System of Supports (MTSS) expands upon RTI to include:

• Academic supports
• Behavioral interventions
• Social-emotional learning components
• System-level changes and supports

Key differences between the frameworks:

1. Focus: RTI concentrates on academic interventions, while MTSS addresses the "whole child" through comprehensive supports.
2. Structure: RTI uses a sequential approach where students progress through tiers if not successful; MTSS offers more fluid access to supports based on demonstrated needs.
3. Scope: RTI primarily addresses student-level interventions, while MTSS also considers system-level factors like schedules, environments, and curriculum.

Both frameworks employ universal screening, data-based decision making, and progress monitoring, but MTSS provides a more holistic approach to student support and prevention.

Federal and State Responsibilities
The implementation of special education involves shared responsibilities across government levels:
Federal Responsibilities

• Establishing minimum requirements through IDEA and Section 504
• Providing funding through formula grants to states
• Monitoring state compliance through annual determinations
• Setting standards for evaluation, service delivery, and procedural safeguards

State Responsibilities

• Creating compliant regulations that may exceed federal minimums
• Developing funding formulas for distributing resources
• Maintaining state financial support levels
• Overseeing local implementation and providing technical assistance
• Ensuring procedural protections are enforced

States have flexibility in determining:

• Who qualifies under each disability category
• What educational approaches to use
• How to structure school placements
• What evaluation procedures to follow

Federal funding follows a complex formula, with most funds required to be passed to local education agencies. Both states and localities must maintain their financial support levels from year to year (maintenance of effort requirement).
Implementation quality varies significantly across states, with only about one-third of states consistently achieving the highest federal compliance rating of "Meets Requirements"

The Challenge for Bilingual Students in Special Education

Now, let's talk about the heart of our discussion, bilingual students with disabilities. These students navigate multiple identities and face unique challenges:

1. Language vs. Disability: It can be difficult to determine whether a student's struggles stem from language acquisition challenges or an actual disability.
2. Cultural Differences: Behaviors that may be culturally appropriate in a student's home culture might be misinterpreted as signs of disability in school settings.
3. Assessment Limitations: Many evaluation tools are designed for monolingual English speakers and may not accurately assess bilingual students.
4. Communication Barriers: Parents with limited English proficiency may struggle to fully participate in the special education process, despite their legal right to do so.

Taking a Strength-Based Linguistically & Culturally Responsive Approach
Rather than focusing on what bilingual students with disabilities cannot do, a strength-based perspective celebrates what they can do:

1. Bilingualism as an Asset: These students already navigate multiple languages - a significant cognitive achievement! Their bilingualism can support, not hinder, their learning.
2. Cultural Wealth: Diverse cultural backgrounds bring valuable perspectives to the classroom that enrich everyone's education.
3. Resilience: These students often develop exceptional problem-solving skills and adaptability from navigating multiple systems.
4. Unique Cognitive Advantages: Research shows that bilingualism can enhance certain cognitive functions, including executive function skills.

Practical Strategies for Supporting Bilingual Students with Disabilities
For Educators:

1. Culturally Responsive Assessment: Use assessment tools designed for multilingual learners and consider cultural contexts when interpreting behaviors.
2. Distinguish Between Language Acquisition and Disability: Work with ESL specialists to determine whether challenges stem from language learning or disability.
3. Leverage Both Languages: Allow students to demonstrate knowledge in either language and use both languages for instruction when possible.
4. Cultural Bridging: Learn about students' home cultures and incorporate culturally relevant materials into your teaching.

For Parents:

1. Know Your Rights: You have the right to translators at meetings, translated documents, and full participation in your child's education.
2. Maintain Home Language: Continue using your home language with your child - it supports their identity and provides cognitive benefits.
3. Share Cultural Context: Help teachers understand your child's cultural background and how it might affect their behavior or learning style.
4. Build a Support Network: Connect with other families of bilingual children with disabilities to share resources and advocacy strategies.

The Evolving Perspective on Disability
Our understanding of disability has evolved over time. The Diagnostic and Statistical Manual of Mental Disorders (DSM) published by the American Psychiatric Association has gone through multiple revisions that reflect changing perspectives:

• Early editions (1950s-1970s): Focused heavily on deficits and medicalized disabilities
• DSM-IV (1994): Began acknowledging cultural factors in diagnosis
• DSM-5 (2013): Further refined understanding of neurodevelopmental disorders and cultural considerations

Modern approaches increasingly recognize neurodiversity - the idea that neurological differences like autism and ADHD are normal variations in the human genome rather than defects to be fixed.
Moving Forward: Advocacy and Change
​As advocates for bilingual students with disabilities, we can:

1. Push for more culturally and linguistically appropriate assessment tools
2. Advocate for better training for educators on distinguishing language acquisition from disability
3. Support research on effective methods for teaching bilingual students with disabilities
4. Build networks of parents, educators, and community members to share resources and strategies
5. Challenge deficit-based thinking wherever we encounter it

Bilingual students with disabilities bring unique strengths and perspectives to our schools. By taking a strength-based approach that values their whole identities, we can help these students thrive. Their success requires us to think beyond traditional special education frameworks and create truly inclusive environments that celebrate diversity in all its forms.

Remember: These students aren't broken and don't need fixing. They simply need the right supports to unlock their full potential.
Francisco "Paco" Usero-González, Ph.D.

February 5th, 2025
Francisco "Paco" Usero-González
@druserogonzalez

MiRЯor Writing (Estrefosimbolia):
Unraveling the Mystery of Reversed LETTƎrs

Have you ever watched a child write "b" instead of "d" or spell their name as if viewing it through a mirror? Let's dive into the fascinating world of mirror writing (or estrefosimbolia) and discover what science tells us about this intriguing phenomenon! 

A cup is still a cup whether
the handle faces left or right,
​but "b" and "d" must be
​processed differently!

Dr. Francisco "Paco" Usero-González

What Exactly IS Mirror Writing?
Mirror writing occurs when someone writes letters, numbers, or entire words backward—as if they're seeing them reflected in a mirror. Imagine writing "cat" as "tac" or the number "3" reversed. This phenomenon isn't just random mistakes—it represents a fascinating window into how our brains process written language!

Quick Visual: Picture a child writing "saw" as "was" or drawing the letter "J" facing left instead of right. This is mirror writing in action!

Why Does This Happen? The Brain Science Explained! 
Our understanding of mirror writing connects to some fascinating neurological processes:

1. The Symmetry-Loving Brain 🧠 

Children's brains actually begin with a built-in preference for symmetry! Research shows that our visual recognition system naturally generalizes patterns regardless of orientation—a chair is still a chair whether seen from the left or right.
Here's the fascinating part: Our brains need to override this natural symmetry preference specifically for reading and writing! As neuroscientist Stanislas Dehaene explains, we must develop "recycled neural circuits" that become specialized for recognizing the direction-specific nature of letters.
       2. The Developing Spatial Map ​⚖️ Young writers are simultaneously juggling multiple cognitive tasks:

• Learning letter shapes
• Connecting letters to sounds
• Developing fine motor skills
• Establishing directional awareness
• Building left-to-right orientation

It's like trying to drive a car while still learning what all the controls do!
         3. Who Experiences Mirror Writing? Is It Normal? 👨‍👩‍👧‍👦
Mirror writing is incredibly common in children between ages 4-7, when they're first learning to write. Research shows this is a normal developmental phase that most children naturally outgrow as their neurological systems mature.
But mirror writing isn't limited to children! Consider these fascinating cases:

• Leonardo da Vinci famously wrote entire notebooks in mirror script
• Some people develop mirror writing after strokes affecting certain brain regions
• Left-handed individuals sometimes show a higher tendency toward mirror writing

The Connection to Dyslexia: Separating Fact from Fiction 📚
One of the most common questions about mirror writing is its relationship to dyslexia. Let's clarify:
                                                  Mirror Writing           -             Dyslexia Connection

• Common in early development (ages 4-7) - Not necessarily indicative of dyslexia
• Usually resolves naturally with maturity  - Can be one symptom among many if persistent
• Can occur in isolation                                     - Usually accompanied by other reading/writing challenges

Here's what's fascinating: our brains aren't pre-wired for reading and writing! These are learned skills that require our visual systems to adapt in specific ways. When a young writer reverses letters, they're showing us their brain is still building those specialized neural pathways.
Brain Insight: Did you know the brain actually has to override its natural tendency to recognize objects regardless of orientation? A cup is still a cup whether the handle faces left or right—but "b" and "d" must be processed differently!
Important distinction: While occasional letter reversals are normal for all beginning writers, persistent mirror writing beyond age 8 combined with other reading difficulties may warrant further assessment.
But here's the key, mirror writing by itself rarely tells the whole story! 
Think of mirror writing like a fever, it might indicate something needs attention, or it might just be a temporary, normal occurrence. What matters is the pattern, persistence, and presence of other signs.
What would YOU look for beyond mirror writing if concerned about dyslexia? Consider phonological awareness, rapid naming skills, reading fluency, and comprehension abilities—these pieces together create a much clearer picture than letter reversals alone.


Research-Based Strategies That Actually Work! ✅
If you're supporting a child who frequently mirror writes, these evidence-based approaches can help:
1. Multi-Sensory Letter Formation
Try these interactive approaches that engage multiple senses:

• Trace letters in sand or shaving cream
• Form letters with playdough or clay
• Use finger painting to create large letter shapes
• Try "sky writing" where children trace letters in the air

2. Visual Differentiation Techniques
Make directional differences concrete:

• Create memorable visual cues ("b has a belly, d has a doorknob")
• Use color-coding for commonly reversed letters
• Provide visual anchors (like starting dots for letter formation)

3. Spatial Awareness Activities
Strengthen overall spatial understanding:

• Practice with puzzles and building blocks
• Use directional language consistently ("move your pencil to the right")
• Play games that reinforce left-right discrimination

When Should You Seek Help? 🚩
While mirror writing is typically developmental, certain patterns might suggest consulting with a specialist:

• Mirror writing that persists beyond age 8
• Consistent difficulties with letter orientation despite intervention
• Additional struggles with reading, spelling, or language processing
• Frustration or anxiety around writing tasks

💡 Remember: Every child's developmental journey unfolds at its own unique pace! We must honor these individual timelines rather than rushing to conclusions. Children develop neurological maturity at different rates, and what might be concerning for one 7-year-old could be perfectly normal for another.
Take time to observe patterns over weeks and months, not just isolated incidents. A child experiencing situational stress, fatigue, or excitement might temporarily revert to mirror writing even after they've typically mastered correct orientation. Think of it as similar to how an adult's handwriting might deteriorate when they're in a hurry!
Consider the whole child and their overall well-being. Is the mirror writing causing them distress? Or is it simply part of their natural progression? The most supportive approach is one of patient observation, gentle guidance, and creating a pressure-free environment where literacy can blossom at its own perfect pace.


​The Cultural Lens: Mirror Writing Around the World 🌎
Interestingly, mirror writing manifests differently across languages and writing systems:

• Languages written right-to-left (like Arabic or Hebrew) show different patterns
• Character-based writing systems (like Chinese) present unique challenges
• Bidirectional readers may show more flexibility with orientation

This cross-cultural perspective reminds us that our brains adapt to the specific demands of our writing systems!

Practical Tips for Parents and Educators 📝

1. Stay positive! Avoid excessive correction that might create anxiety
2. Model correct formation by providing clear demonstrations
3. Create consistency between home and school approaches
4. Celebrate progress rather than perfection
5. Provide extra practice without pressure or frustration

Beyond its practical implications, mirror writing offers profound insights into how we learn. It demonstrates the incredible adaptability of the human brain and reminds us that apparent "errors" often represent important developmental processes.

What experiences have you had with mirror writing, either personally or when teaching young writers?
Share your stories and questions in the comments below!

January 4th, 2025
Francisco "Paco" Usero-González
@druserogonzalez
HAPPY NEW 2025!!!

🎉 Milestone Achieved:
​Texas Dyslexia Academy Completion! 🎉

Empowering Bilingual Students with Learning Exceptionalities: Dyslexia in Texas.
As part of my dedication to empowering students with dyslexia, I recently completed all six courses of the Texas Dyslexia Academy, alongside the TEALearn Dyslexia Course. These professional development programs align with the requirements outlined in the Texas Education Code (TEC §21.044(b)) and the Texas Administrative Code (19 TAC §228.57(c)(2)), ensuring educators are well-equipped to:

• Identify the characteristics of dyslexia;
• Recognize and diagnose dyslexia effectively; and
• Implement multisensory, evidence-based strategies for teaching students with dyslexia.

These courses were developed by a panel of dyslexia experts from institutions such as the University of Texas at Austin and Lehigh University, and they were reviewed and approved by the State Board for Educator Certification (SBEC). They meet the continuing education requirements for educators teaching students with dyslexia as per TEC §21.054(b).
Source of information: https://tea.texas.gov/texas-educators/preparation-and-continuing-education/dyslexia-requirements-for-educator-preparation-programs#:~:text=Educator%20Preparation%20Programs%20Curriculum%20Information,for%20Educator%20Certification%20(SBEC). 

Key Takeaways from These Trainings

• The training empowers educators to advocate for students with or at risk for dyslexia, ensuring no student is left behind.
• It emphasizes the importance of early identification and multisensory teaching strategies that are culturally and linguistically responsive.
• By aligning instructional practices with neuroscience and evidence-based research, educators can create more inclusive and effective learning environments.

Milestone Achieved: Texas Dyslexia Academy Completion!This past year has been one of incredible growth and learning. Starting last summer, I completed the TEA Dyslexia Course followed by all six courses of the Texas Dyslexia Academy—each designed to empower educators with the latest strategies and knowledge to support students with or at risk for dyslexia.
Why This Matters:
These courses are specifically crafted for school and district staff working with students from Kindergarten to Grade 12. They emphasize advocacy, early identification, and effective interventions to support students with dyslexia and related learning challenges.
The Courses I Completed Include:

1. Foundations of Dyslexia
2. The Dyslexia Handbook
3. Considerations for Emergent Bilingual Students
4. From Child Find to ARD (Admission, Review, and Dismissal) Process
5. Screening for Dyslexia
6. Dysgraphia and Dyslexia Interventions

This achievement represents my ongoing commitment to advocating for students with learning exceptionalities, ensuring that every child receives the support they need to thrive. Here’s to continuing the journey of learning, growing, and making a difference in 2025!
You Are the Key, You Are the Light!Every child deserves to feel safe, loved, and capable of achieving great things. As educators, parents, and advocates, we have the power to change the trajectory of bilingual students with learning exceptionalities. By addressing their basic needs, setting high expectations, and fostering a supportive environment, we can help them rise above the barriers they face.
Remember: You are the key. You are the light. Together, we can break the cycle of low expectations and empower these amazing students to shine brightly in every aspect of their lives.

December 16th, 2024
Francisco "Paco" Usero-González
​@druserogonzalez

 Global Experience
Dyslexia and Bilingual Education in the USA

Entrevista con el Dr. Usero, realizada por la Dra. Tamai, sobre los desafíos y estrategias para abordar la dislexia en entornos de enseñanza bilingüe en EE. UU., destacando enfoques pedagógicos inclusivos y recursos innovadores.

On December 14, 2024, I had the honor of being interviewed by Dr. Judith Tamai on the topic “Dislexia en la enseñanza bilingüe en los Estados Unidos” through CER Houston coordinated by Dr. Eliseo Fernández Barrionuevo in collaboration with HAABE HOUSTON Texas Association for Bilingual Education

This professional development session was an unforgettable experience:
• 25-30 participants in person
• Over 670 participants online 🌎
• Educators and advocates connected from around the world, including #Turkey, #NewZealand, #Australia, #Iran, #Italy, #Spain, #Canada, #dubai and countries across the Americas, especially all 50 states in the USA! ​#usa🇺🇸

This was my first truly #multinational PD session with so many countries engaged at the same time. The energy, the questions, and the feedback were incredible. Seeing so many passionate professionals committed to understanding and supporting bilingual students with dyslexia fills me with hope and gratitude. 🙏 gracias a todos/as/es!!!!!!!!

I’m truly honored and humbled to have been part of such an impactful conversation. To all the participants, thank you for your engagement, curiosity, and dedication to making a difference. Special thanks to the organizers #cerhouston with Dr. Eliseo Fdez and Dra. Maria Rox, HAABE, my friend and interviewer Dra. Judith Tamai, the pictures and videos by the great #artistaelizabet

Link to the slides of the presentation: https://drive.google.com/file/d/1CkihfRxO9PbkWfZLxdZqHz0bSuiOFlIc/view?usp=drive_link 

Together, WE are the KEY & the LIGHT!

Monday, November 25, 2024 
Francisco Usero-González
​@druserogonzalez

Empowering Students Beyond Expectations

YOU are the key 🔑.
YOU are the light 💡.

💔
“When we treat students like they’re destined to fail, we dim their light before it even has the chance to shine.”

Francisco "Paco" Usero-González

Empowering Bilingual Students with Learning Exceptionalities: The Power of High Expectations
​
​Far too often, bilingual students with learning exceptionalities are burdened with the weight of low expectations. Teachers, parents, and even peers sometimes inadvertently treat these students as though their challenges define them, instead of seeing the incredible potential they hold. The result? Many of these students internalize these low expectations, and their behavior begins to reflect them. But the truth is, no child is destined to fail. By addressing their socio-emotional needs and reshaping the systems around them, we can unlock their true potential.

Understanding Maslow's Hierarchy for Bilingual Learners with Learning Exceptionalities
Maslow's hierarchy of needs underscores the importance of meeting basic human needs—such as safety, love, and belonging—before individuals can focus on achieving their full potential. For bilingual students with learning exceptionalities, these foundational needs are often unmet in educational environments. Without a sense of safety and belonging, academic success becomes an uphill battle.
A safe and supportive environment is crucial, but so is making students feel valued for their unique strengths. The terminology used to describe English learners, for example, can unintentionally emphasize deficits rather than strengths. Labels like “English Learner” can overshadow the rich linguistic and cultural assets that these students bring to the classroom (Martínez, 2018). Educators must shift the narrative to celebrate these strengths and foster an environment where students feel seen and respected.

Source: https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjZ2Oi_ESB5_gjsmoZHirOrzlCSwzgPifn3mryCVhDA4TMNCyvViXHjigSctvJEMpr3FYHrI-ESrSX1Tyqp4H8y17hDg4Nls6sw1TVZ-9MycCfcvGWUdZOOSyRLNikxW1-YmAAlWQDZl1PifX1HeR3VsICLQQ1I0RMfjN2vrMVh2ZiHcgA4_Q8kxQNA4g/s1152/Maslow%20before%20blooms%20square.jpg

The Role of Teacher Expectations
​
​Research has shown that teacher expectations significantly influence the academic outcomes of ethnic minority students, particularly in foreign language learning (Wang & Li, 2023). This impact is less pronounced in second language learning, suggesting that the subject matter can moderate these effects. However, the underlying message remains the same: high expectations coupled with appropriate support lead to better outcomes.
When teachers set high standards for bilingual students with learning exceptionalities and provide the scaffolding necessary for success, these students often rise to the occasion. It’s about creating opportunities for them to thrive, not letting their challenges become excuses for underachievement.

The Emotional Toll of Low Expectations

Bilingual students with learning exceptionalities often experience higher levels of foreign language anxiety compared to their multilingual peers, even though they may report greater self-confidence in using English (Bensalem & Thompson, 2021). This contradiction highlights the complex interplay between self-confidence and anxiety in language learning. Without proper emotional support, anxiety can overshadow their strengths, creating a cycle of frustration and self-doubt.
To break this cycle, educators and parents must prioritize socio-emotional learning. Creating spaces where students feel safe to express themselves and celebrated for their efforts can significantly reduce anxiety and build resilience.

Bronfenbrenner’s Ecological Model: A Call for Holistic Support
Bronfenbrenner’s ecological systems theory reminds us that a child’s development is influenced by layers of relationships—from family and school to the broader community. If one of these layers fails to provide support, it creates ripple effects that hinder the child’s growth. For bilingual students with learning exceptionalities, the need for a strong support network is even more critical.
Parents, educators, and peers must work together to create an ecosystem where these students feel safe, valued, and empowered. Recognizing and addressing their unique needs can transform their educational journey from one of struggle to one of triumph.

Practical Steps for Educators and Parents

1. Foster a Sense of Belonging: Celebrate bilingualism as a strength. Create classroom environments where students feel seen, heard, and respected for who they are.
2. Set High Expectations: Believe in their potential and provide the scaffolding to help them succeed.
3. Address Socio-Emotional Needs: Incorporate activities that build self-esteem and reduce anxiety, such as peer mentorship programs or journaling.
4. Use Inclusive Language: Shift away from deficit-based labels and focus on the strengths and linguistic assets of bilingual learners.
5. Leverage Linguistically Sensitive Practices: Use assessment tools and teaching strategies that account for students’ language backgrounds (Goodrich et al., 2022).

You Are the Key, You Are the Light!

Every child deserves to feel safe, loved, and capable of achieving great things. As educators, parents, and advocates, we have the power to change the trajectory of bilingual students with learning exceptionalities. By addressing their basic needs, setting high expectations, and fostering a supportive environment, we can help them rise above the barriers they face.

Remember: You are the key. You are the light. Together, we can break the cycle of low expectations and empower these students to shine brightly in every aspect of their lives.

References

• Bensalem, E., & Thompson, A. S. (2021). Multilingual effects on EFL learning: A comparison of foreign language anxiety and self-confidence experienced by bilingual and multilingual tertiary students. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2021.1943306
• Goodrich, J. M., Davis, C. J., Fitton, L., & Chan, J. (2022). Assessing Oral Language When Screening Multilingual Children for Learning Disabilities in Reading. Intervention in School and Clinic, 58(3), 164–172. https://doi.org/10.1177/10534512221081264
• Martínez, R. A. (2018). Beyond the English Learner Label: Recognizing the Richness of Bi/Multilingual Students’ Linguistic Repertoires. The Reading Teacher, 71(5), 515–522. https://doi.org/10.1002/trtr.1679
• Wang, X., & Li, Z. (2023). Teacher expectations and ethnic minority students’ second language and foreign language learning. Journal of Curriculum Studies, 55(4), 458–470. https://doi.org/10.1080/00220272.2023.2233741

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Dos Idiomas, Múltiples Caminos:
 Hacia una Enseñanza Inclusiva de Segundas Lenguas y Bilingüismo​

Explorando los desafíos y oportunidades del aprendizaje bilingüe para estudiantes con necesidades especiales, incluyendo la dislexia.

En el ámbito educativo actual, donde la diversidad lingüística y cultural se convierte en una realidad cada vez más presente, la inclusión se alza como un pilar fundamental para garantizar una educación de calidad para todos los estudiantes. La enseñanza de segundas lenguas, en este contexto, no solo implica la adquisición de un nuevo código lingüístico, sino también la construcción de puentes que permitan a los estudiantes bilingües desarrollar todo su potencial, incluyendo a aquellos con necesidades especiales como la dislexia.

Este artículo se adentra en la intersección entre la enseñanza de segundas lenguas, el bilingüismo y la educación inclusiva, con un enfoque particular en las necesidades de los estudiantes con dislexia. A través del análisis de investigaciones, experiencias docentes y estrategias pedagógicas, se busca comprender los desafíos y oportunidades que presenta el aprendizaje bilingüe para estos estudiantes, y cómo los educadores pueden construir un aula inclusiva donde todos puedan prosperar.
El bilingüismo, como se ha demostrado en diversos estudios, ofrece una serie de ventajas cognitivas, como la mejora de la atención, la flexibilidad mental y las habilidades metalingüísticas. Sin embargo, para los estudiantes con dislexia, el aprendizaje de una segunda lengua puede presentar dificultades adicionales, especialmente en idiomas con una ortografía opaca como el inglés.

A lo largo de este artículo, exploraremos cómo la dislexia afecta la adquisición de una segunda lengua, qué estrategias pueden implementar los docentes para apoyar a los estudiantes bilingües con dislexia, y cómo la tecnología puede ser una herramienta poderosa para la inclusión en el aula de lenguas extranjeras. Asimismo, examinaremos el rol crucial de la formación docente, la colaboración entre educadores y familias, y la creación de una cultura escolar que valore y celebre la diversidad lingüística y cultural.
En definitiva, este artículo busca ser una breve guía para docentes, familias y estudiantes que se embarcan en el camino del bilingüismo, con el objetivo de construir una educación más justa e inclusiva donde todos los estudiantes, sin importar sus necesidades o desafíos, puedan alcanzar su máximo potencial.

Dislexia y Bilingüismo: Desafíos y Oportunidades

La dislexia, un trastorno del aprendizaje con base neurobiológica, se caracteriza por dificultades persistentes en la lectura, la escritura y la ortografía, a pesar de una inteligencia normal y una adecuada instrucción. Como lo define la Asociación Americana de Psiquiatría (2013) en su DSM-V, la dislexia es un trastorno del aprendizaje específico que se caracteriza por dificultades en la precisión y fluidez del reconocimiento de palabras, así como por una capacidad ortográfica y de decodificación deficientes.

“Dyslexia is an alternative term used to refer to a pattern of learning difficulties characterized by problems with accurate or fluent word recognition, poor decoding, and poor spelling abilities.” (p.67, DSM-5)

Estas dificultades suelen ser consecuencia de un déficit en el componente fonológico del lenguaje (APA, 2013) La dislexia puede afectar a las personas de muchas maneras, incluyendo la lectura, la escritura, la ortografía y, a veces, el habla. También puede afectar a la capacidad de organización y la memoria a corto plazo (International Dyslexia Association, 2021). En el contexto del bilingüismo, la dislexia puede presentar desafíos adicionales, ya que los estudiantes deben procesar y adquirir dos sistemas lingüísticos simultáneamente.

El bilingüismo, definido como la capacidad de usar dos idiomas, se presenta en diversas formas: bilingüismo simultáneo (adquirido desde la infancia), bilingüismo secuencial (aprendizaje de una segunda lengua [L2] después de la primera [L1]), bilingüismo equilibrado (dominio similar de ambas lenguas) y bilingüismo dominante (mayor dominio de una lengua) (Bialystok et al., 2010).  A pesar de los desafíos que puede implicar, el bilingüismo ofrece una serie de ventajas cognitivas. Bialystok (2001) afirma que "el bilingüismo se asocia a una mayor flexibilidad cognitiva, que es la capacidad de cambiar entre diferentes tareas o conjuntos de reglas mentales". Además, Diamond (2010) señala que "los niños bilingües muestran ventajas en tareas que requieren atención selectiva, inhibición y cambio de tareas, lo que sugiere un mejor control ejecutivo."

Sin embargo, para los estudiantes con dislexia, el aprendizaje de una segunda lengua puede ser un proceso complejo. Kohnert (2010) sugiere que "los niños bilingües con dislexia pueden tener dificultades para adquirir la fonología de la segunda lengua, lo que puede afectar su capacidad de decodificación y comprensión lectora." Investigaciones sugieren que las dificultades en el procesamiento fonológico, características de la dislexia, pueden afectar la adquisición de la fonología de la segunda lengua, la conciencia fonológica y la memoria verbal en ambos idiomas (Fabiano-Smith & Goldstein, 2010; Kohnert, 2010) En particular, la opacidad ortográfica del inglés, con su compleja relación entre grafemas y fonemas, puede representar un obstáculo significativo para los estudiantes hispanohablantes con dislexia.

Por ejemplo, en nuestro manual presentado en NABE 2024, se menciona que los estudiantes con dislexia pueden tener dificultades para comprender las diferencias entre las correspondencias fonema-grafema del español y el inglés. Mientras que en español la relación entre sonido y letra es más transparente, en inglés un mismo sonido puede representarse con diferentes grafemas y viceversa, lo que puede generar confusión y dificultar la decodificación. El manual lo pueden encontrar más abajo en esta página.

Es crucial comprender que, si bien el bilingüismo puede presentar desafíos adicionales para los estudiantes con dislexia, también ofrece oportunidades únicas para el desarrollo cognitivo y lingüístico. Cummins (2000) argumenta que "un sólido desarrollo de la lengua materna puede facilitar el aprendizaje de una segunda lengua en niños con dislexia, ya que les proporciona una base sólida para el desarrollo de habilidades lingüísticas y cognitivas." Además, el bilingüismo puede promover la flexibilidad cognitiva y la capacidad de adaptación, habilidades valiosas para el aprendizaje y el desarrollo personal. Mayberry y Kluender (2018) plantean que la adquisición de una segunda lengua, incluso en la edad adulta, puede tener un impacto positivo en la plasticidad cerebral y la función cognitiva.

En la siguiente sección, exploraremos las estrategias que los docentes pueden implementar para apoyar a los estudiantes bilingües con dislexia en el aula de lenguas extranjeras, segundas lenguas y programas bilingües, con el objetivo de crear un ambiente de aprendizaje inclusivo donde todos puedan alcanzar su máximo potencial.
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Estrategias para una Enseñanza Inclusiva de Lenguas Extranjeras, Segundas Lenguas y Bilingüismo.
Para construir un aula de lenguas extranjeras donde todos los estudiantes, incluyendo aquellos con dislexia y bilingües, puedan prosperar, es fundamental adoptar un enfoque pedagógico inclusivo que atienda la diversidad de necesidades y estilos de aprendizaje. El Diseño Universal para el Aprendizaje (DUA) se presenta como un marco valioso para guiar la práctica docente en este sentido. Como lo define el Centro Nacional de Diseño Universal para el Aprendizaje (CAST, por sus siglas en inglés), el DUA "es un marco para el diseño de planes de estudio que permite a todos los estudiantes obtener conocimientos, habilidades y entusiasmo por el aprendizaje" (CAST, 2018). El DUA propone tres principios fundamentales:

• Proporcionar múltiples medios de representación: Presentar la información de diversas maneras (visual, auditiva, kinestésica) para que los estudiantes puedan acceder a ella de acuerdo a sus preferencias y necesidades (CAST, 2018).
• Proporcionar múltiples medios de acción y expresión: Ofrecer a los estudiantes diferentes opciones para demostrar su aprendizaje, ya sea a través de la escritura, el habla, el dibujo, la dramatización, etc. (CAST, 2018).
• Proporcionar múltiples medios de compromiso: Motivar a los estudiantes a través de actividades que sean relevantes para sus intereses, que les permitan tomar decisiones y que promuevan la colaboración (CAST, 2018).

El rol del docente en la enseñanza inclusiva de lenguas extranjeras es crucial. El docente debe ser un facilitador del aprendizaje, capaz de:

• Planificar de forma flexible: Diseñar actividades que se puedan adaptar a las necesidades individuales de los estudiantes, ofreciendo opciones y niveles de dificultad.
• Adaptar los materiales: Modificar los materiales didácticos para que sean accesibles para todos los estudiantes, utilizando imágenes, pictogramas, audio, videos, etc.
• Evaluar de forma diferenciada: Utilizar diferentes métodos de evaluación que permitan a los estudiantes demostrar su aprendizaje de diversas maneras.
• Colaborar con otros actores educativos: Trabajar en equipo con otros docentes, especialistas, familias y la comunidad para brindar un apoyo integral a los estudiantes.

Diversos autores han destacado la importancia de estas estrategias para la inclusión. Por ejemplo, Cummins (2000) enfatiza la necesidad de crear un ambiente de aprendizaje que valore la diversidad lingüística y cultural, y que promueva el desarrollo de la lengua materna como base para el aprendizaje de una segunda lengua:

"Los programas educativos deben esforzarse por crear un clima en el que se afirme la identidad lingüística y cultural de todos los estudiantes. Este clima de afirmación promueve el desarrollo de la autoconfianza académica, que es la base para el desarrollo de la competencia en la segunda lengua." (Cummins, 2000, p. 47)

En esta línea, Kohnert (2010) sugiere la implementación de estrategias de enseñanza que consideren las necesidades específicas de los estudiantes bilingües con dislexia, como la enseñanza explícita de la correspondencia fonema-grafema y el uso de apoyos visuales.
Algunos ejemplos concretos de estrategias para la inclusión en el aula de lenguas extranjeras son:

• El uso de la agenda visual: Organizar la secuencia de trabajo en clase con imágenes o fotos para que los estudiantes puedan anticipar las actividades y reducir la ansiedad.
• La asignación de roles: Asignar diferentes roles a los estudiantes durante las actividades para promover la participación y la colaboración.
• El trabajo con tutores: Fomentar el apoyo entre pares, donde estudiantes con mayor dominio del idioma pueden ayudar a aquellos con más dificultades.
• El uso de material audiovisual: Utilizar videos, canciones, juegos y otros recursos multimedia para hacer el aprendizaje más atractivo y accesible.

Para los estudiantes con dislexia, es fundamental:

• Enseñar explícitamente la correspondencia fonema-grafema: Brindar instrucción directa sobre la relación entre sonidos y letras en ambos idiomas.
• Utilizar apoyos visuales: Incorporar imágenes, diagramas y otros recursos visuales para facilitar la comprensión.
• Repetir y contextualizar la información: Presentar la información varias veces y en diferentes contextos para asegurar la comprensión y la retención.

En cuanto a los estudiantes con altas capacidades, el DUA y otros proyectos de trabajo individualizado con el estudiante son herramientas valiosas para atender sus necesidades. El IEP permite diseñar un plan individualizado que les permita profundizar en sus áreas de interés y desarrollar su potencial al máximo.
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Escena instruccional: María y la magia de las palabras.La Sra. Gómez, con una sonrisa cálida y una mirada llena de entusiasmo, se dirige a un pequeño grupo de estudiantes reunidos alrededor de una mesa en un rincón del aula. Entre ellos se encuentra María, una niña bilingüe con dislexia que a veces se siente perdida en el mar de letras y sonidos del inglés.
"Hoy vamos a jugar con las palabras", anuncia la Sra. Gómez, sosteniendo una caja llena de tarjetas coloridas. "Cada tarjeta tiene una imagen y una palabra. Vamos a descubrir cómo se pronuncian y qué significan".
María observa las tarjetas con curiosidad. Reconoce algunas imágenes, como la de un sol radiante ("sun") y la de un gato juguetón ("cat"). Sin embargo, otras palabras le resultan confusas, como "knight" (caballero), con su extraña combinación de letras.
La Sra. Gómez, consciente de las dificultades de María con la correspondencia fonema-grafema, utiliza diversas estrategias para facilitar el aprendizaje:

• Repite cada palabra varias veces, modelando la pronunciación correcta y enfatizando los sonidos clave.
• Utiliza gestos y movimientos corporales para representar el significado de las palabras, como simular que cabalga un caballo al pronunciar "knight".
• Escribe las palabras en la pizarra, segmentándolas en sílabas y utilizando colores para resaltar los diferentes sonidos.
• Pide a los estudiantes que repitan las palabras, primero en coro y luego individualmente, brindando retroalimentación positiva y correcciones suaves.
• Crea un ambiente de juego y colaboración, donde los estudiantes se sientan cómodos participando y aprendiendo de sus errores.

María, al principio tímida, se anima a medida que avanza la actividad. Se concentra en los sonidos de las palabras, imita los gestos de la Sra. Gómez y se esfuerza por pronunciar correctamente. Cuando llega el turno de la palabra "knight", duda un poco, pero la Sra. Gómez la anima con paciencia:
"Mira, María, esta palabra es un poco especial. Tiene una 'k' que no se pronuncia, y la 'gh' suena como una 'f'. Inténtalo de nuevo, ¡tú puedes!"
María respira hondo y pronuncia la palabra con cuidado: "knight". Una sonrisa ilumina su rostro al escuchar la aprobación de la Sra. Gómez y sus compañeros.
A lo largo de la clase, la Sra. Gómez combina diferentes actividades para mantener a los estudiantes motivados y comprometidos:

• Juegan a la memoria con las tarjetas, emparejando imágenes y palabras.
• Crean historias cortas utilizando las nuevas palabras, fomentando la creatividad y la expresión oral.
• Dibujan las imágenes que representan las palabras, conectando el aprendizaje visual con el lingüístico.
• Cantan canciones que incorporan las palabras, utilizando la música como herramienta para la memorización y la fluidez.

Al finalizar la clase, María se siente orgullosa de sus logros. Ha aprendido nuevas palabras, ha mejorado su pronunciación y, lo más importante, ha descubierto que el inglés puede ser divertido y accesible, incluso con la dislexia. La Sra. Gómez, observando la confianza en la mirada de María, sonríe con satisfacción. Sabe que está construyendo un camino hacia el bilingüismo donde todos sus estudiantes, sin importar sus desafíos, pueden brillar.
En esta escena, se pueden apreciar diversas estrategias para la enseñanza inclusiva de lenguas extranjeras, como la adaptación de materiales, la repetición, la contextualización, el uso de apoyos visuales y la creación de un ambiente de aprendizaje positivo y colaborativo. Estas estrategias, basadas en los principios del DUA, buscan atender las necesidades individuales de los estudiantes, incluyendo aquellos con dislexia, y promover el desarrollo de sus habilidades lingüísticas de forma integral.

Conclusión: Un camino hacia la inclusión en la enseñanza de idiomas y bilingüismo.A lo largo de este artículo, hemos explorado la importancia de la inclusión en la enseñanza de idiomas, con un enfoque particular en los desafíos y oportunidades que enfrentan los estudiantes bilingües con dislexia. Hemos visto cómo el bilingüismo, a pesar de su complejidad, ofrece una serie de ventajas cognitivas, como la flexibilidad mental y el desarrollo de la atención, que pueden beneficiar a todos los estudiantes, incluyendo aquellos con dislexia.
Sin embargo, también hemos reconocido que los estudiantes con dislexia pueden enfrentar dificultades adicionales en el aprendizaje de una segunda lengua, especialmente en idiomas con una ortografía opaca como el inglés. En este sentido, la labor del docente se vuelve fundamental para crear un aula inclusiva donde todos los estudiantes se sientan valorados, apoyados y capaces de aprender.
El Diseño Universal para el Aprendizaje (DUA), con sus principios de representación, acción y expresión, y compromiso, nos ofrece un marco para diseñar una enseñanza que atienda la diversidad de necesidades y estilos de aprendizaje. La planificación flexible, la adaptación de materiales, la evaluación diferenciada y la colaboración con otros actores educativos son elementos clave para construir un aula donde todos los estudiantes puedan prosperar.
En definitiva, la inclusión en la enseñanza de idiomas no se trata solo de atender las necesidades de los estudiantes con dislexia, sino de crear un ambiente de aprendizaje donde la diversidad lingüística y cultural sea valorada y celebrada. Se trata de construir puentes entre idiomas, culturas y experiencias, para que todos los estudiantes puedan desarrollar su potencial al máximo y alcanzar sus metas.
Como educadores/as, tenemos la responsabilidad de seguir aprendiendo, investigando e innovando para construir un futuro educativo más justo e inclusivo. Un futuro donde todos los estudiantes, sin importar sus desafíos o necesidades, puedan disfrutar del aprendizaje de lenguas extranjeras y beneficiarse de las múltiples oportunidades que el bilingüismo ofrece.

Referencias

• Adnyani, N., & Kusumawardani, D. A. N. (2020). Interlanguage Analysis on Speech Produced by EFL Learners. RETORIKA: Jurnal Ilmu Bahasa, 6(2), 178–185. https://doi.org/10.22225/jr.6.2.1727.178-185
  
• American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). American Psychiatric Publishing.  
• Amini, R., & Bayesteh, J. (2020). Investigating error analysis in interlinguistic English language teaching and the consequences of contradictory analysis on teaching quality. Journal of Humanities Insights, 4(02), 76–81. https://doi.org/10.22034/jhi.2020.109840
  
• Bialystok, E. (2001). Bilingualism in development: Language, literacy, and cognition. Cambridge University Press.
• Bialystok, E., Luk, G., Peets, K. F., & Yang, S. (2010). Receptive vocabulary differences in monolingual and bilingual children. Bilingualism (Cambridge, England), 13(4), 525–531. https://doi.org/10.1017/S1366728909990423  
• CAST (2018). Universal Design for Learning Guidelines version 2.2. http://udlguidelines.cast.org
  
• Cummins, J. (2000). Language, power, and pedagogy: Bilingual children in the crossfire. Multilingual Matters.
• Diamond, A. (2010). Executive functions. Annual Review of Psychology, 61(1), 135-168.
• Dykstra, S. P. (2019). In defense of facts: A reply to 57 reading voices on the issue of dyslexia. Perspectives on Language and Literacy, 45(2), 35-39. https://dyslexiaida.org/in-defense-of-facts-a-reply-to-57-reading-voices-on-the-issue-of-dyslexia/
• Fabiano-Smith, L., & Goldstein, B. A. (2010). Phonological acquisition in bilingual Spanish-English speaking children. Journal of Speech, Language, and Hearing Research, 53(1), 160-172. https://doi.org/10.1044/1092-4388(2009/07-0064)
• Harbusch, K., Härtel, J., & Cameran, C.-J. (2014, December 14). Underspecification-based grammatical feedback generation tailored to the learner’s current acquisition level in an e-learning system for German as second language. https://doi.org/10.14705/rpnet.2014.000208 
  
• International Dyslexia Association. (2021). Dyslexia basics. https://dyslexiaida.org/dyslexia-basics/
• Johnson, J. S., & Newport, E. L. (1989). Critical period effects in second language learning: the influence of maturational state on the acquisition of English as a second language. Cognitive psychology, 21(1), 60–99. https://doi.org/10.1016/0010-0285(89)90003-0
• Kohnert, K. (2010). Bilingual children with language delay: Identification and intervention. Paul H. Brookes Publishing.
• Mayberry, R. I., & Kluender, R. (2018). Rethinking the critical period for language: New insights into an old question from American Sign Language. Bilingualism (Cambridge, England), 21(5), 886–905. https://doi.org/10.1017/S1366728917000724
• Spratt, M., Pulverness, A., & Williams, M. (2011). The role of error (pp. 62–66). cambridge university. https://doi.org/10.1017/cbo9781139062398.013​ 
  

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The ABCs of Dyslexia
A Guide for Parents to Empower and Support Their Children

Welcome, everyone! As a researcher and advocate for family engagement in education, I know firsthand that understanding and navigating dyslexia can feel overwhelming for parents. Dyslexia is more than just a reading challenge—it’s a journey that impacts children academically, socially, and emotionally. But it’s a journey parents don’t have to take alone.
To support you, I’ve created “The ABCs of Dyslexia,” a practical, compassionate guide that empowers families to understand, support, and advocate for their children with dyslexia. Each letter offers a stepping stone for parents to navigate dyslexia with empathy, action, and empowerment. Let’s dive in!

The ABCs of Dyslexia for Parents

• A is for Advocacy
  Advocacy is a powerful tool in a parent’s hands. Seek to understand your child’s rights and advocate for the resources and support they need. When you communicate with schools, share your insights about your child’s unique strengths and needs, and work together with educators to create an environment where they can thrive.
• B is for Believe
  Believe in your child’s abilities. Dyslexia is not a measure of intelligence but rather a different way of processing language. Your belief in their potential is a foundation they can stand on, especially when faced with challenges.
• C is for Confidence
  Building confidence is crucial. Celebrate small victories, encourage them to take pride in their progress, and let them know they are capable, resilient, and valued. Confidence in their abilities helps them approach reading and learning with a positive mindset.
• D is for Determination
  Teach your child that determination, not perfection, is key to growth. Dyslexia can make learning feel like an uphill journey, but resilience will take them further than any single achievement. Celebrate their efforts and acknowledge their hard work.
• E is for Encourage
  Encourage them every step of the way. Find the right balance between pushing them to challenge themselves and supporting them with love and patience. This encouragement will help them persist through difficult moments.
• F is for Fun
  Make learning fun! Incorporate games, audiobooks, and interactive learning tools that cater to their interests. Making reading an enjoyable experience can ease some of the pressure they might feel and help build a lasting love for learning.
• G is for Growth
  Remind them that growth happens over time. Each reading session, each word they conquer, is a step toward improvement. Celebrate their progress, no matter how small it may seem.
• H is for Help
  Don’t hesitate to ask for help. Whether it’s a teacher, reading specialist, or supportive family member, everyone can play a role in your child’s journey. Building a team around them will create a strong support network.
• I is for Individuality
  Every child with dyslexia learns differently. Embrace your child’s unique learning style and help them find strategies that work best for them. Dyslexia is just one part of who they are.
• J is for Joy
  Find joy in reading together. Use story time to connect, laugh, and explore new ideas. Your presence and positive attitude will make a lasting impression on how they view reading.
• K is for Kindness
  Approach each challenge with kindness. Dyslexia can be frustrating, but your understanding and compassion can make a big difference. Kindness reinforces the idea that they are valued, even when tasks feel hard.
• L is for Listen
  Take time to listen to their experiences, fears, and triumphs. By listening, you’ll gain insights into their needs and emotions, which is the first step to providing meaningful support.
• M is for Motivation
  Keep them motivated by setting realistic, achievable goals. When they see progress, they’ll feel encouraged to keep going. Motivation is a powerful tool to help them develop a growth mindset.
• N is for Nurture
  Nurture their interests beyond reading. Encourage them to excel in areas they love, like art, sports, or science. By building confidence in other areas, they’ll feel empowered in all aspects of life.
• O is for Opportunity
  View each challenge as an opportunity for growth and resilience. By facing difficulties head-on, your child will learn they are stronger than they may think.
• P is for Patience
  Practice patience—dyslexia requires extra time and effort, but your patience and persistence will show your child that they’re worth it.
• Q is for Questions
  Don’t be afraid to ask questions. Understanding dyslexia, its challenges, and the tools available will help you become the best advocate for your child.
• R is for Routine
  Establish a consistent routine to help with reading practice and homework. A predictable schedule gives them structure and reduces stress.
• S is for Strengths
  Focus on their strengths. Children with dyslexia often excel in creativity, problem-solving, and oral skills. Celebrate these strengths and encourage them to shine in these areas.
• T is for Time
  Give them time. Learning with dyslexia often requires extra practice, patience, and understanding. Emphasize effort over speed to help reduce pressure.
• U is for Understanding
  Educate yourself about dyslexia so you can fully understand and support your child’s journey. Knowing the “why” behind their struggles will help you respond with compassion.
• V is for Victory
  Celebrate every victory, big or small. Each achievement, no matter how minor it seems, is a step forward in their journey to becoming a confident reader.
• W is for Wonder
  Encourage your child’s natural curiosity and wonder. Help them explore topics they love and discover new passions.
• X is for eXtra Support
  Seek out extra resources like reading programs, audiobooks, or educational apps that align with your child’s learning style.
• Y is for You
  Remember that you are their biggest supporter. Your involvement and encouragement have a tremendous impact on their confidence and success.
• Z is for Zeal
  Approach each day with enthusiasm. Your positive attitude is contagious, inspiring your child to approach their challenges with optimism and courage.

I hope the ABCs of Dyslexia offers you a practical and compassionate guide for supporting your child on their unique journey. Every child with dyslexia has potential and strengths waiting to be unlocked. As parents, your love, patience, and advocacy make all the difference. Together, let’s help our children thrive in every way possible.
Feel free to reach out with any questions or to share your own experiences and tips. Let’s support each other as we empower our children for lifelong success!

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Unlocking the Reading Fluency Within: Dyslexia & Bilingual Learners

Reading fluency is a cornerstone of academic success, but the journey can be uniquely challenging for students with dyslexia, especially those navigating multiple languages. Dyslexia, a specific learning disability (SLD), often persists into adulthood, affecting not only reading but also writing, spelling, and verbal processing (Brèthes et al., 2022; Suárez-Coalla et al., 2016). For bilingual learners, these hurdles can be compounded by the complexities of transferring skills between languages. Research indicates that learning two languages enhances cognitive flexibility, but for students with dyslexia, this dual-language environment can slow down the development of reading fluency (Kalfountzou et al., 2023).

However, these challenges are not insurmountable. With targeted support, such as assistive technology and explicit phonics instruction, students with dyslexia and bilingual learners can achieve reading fluency and unlock their full potential (Goldfus & Gotesman, 2010; Archambault et al., 2018).

The Reality of Dyslexia and BilingualismImagine a world where letters seem to dance on the page, where words twist and turn, making reading a frustrating puzzle. This is the daily reality for many students with dyslexia, a language-based learning difference that affects millions worldwide. When these students are also learning a second language, the challenges can feel overwhelming. Dyslexia often manifests as delays in reading fluency, where students struggle to decode words and read smoothly, a problem well documented in both monolingual and bilingual dyslexic students (Ihbour et al., 2022; Raharjo, 2019).
A study conducted in a French immersion program found that dyslexic students experienced significant cross-linguistic challenges in reading fluency. The study revealed that interventions targeting reading fluency in one language could positively influence the other, illustrating how closely linked bilingual fluency development is (Archambault et al., 2018). Research from a study conducted in Chennai, India, revealed that dyslexic students frequently experience difficulties with phonological awareness, the ability to connect sounds with letters, which is essential for fluent reading (Vizhi & Rathnasabapathy, 2023). This challenge is particularly pronounced for bilingual learners, who must navigate two sets of phonological rules and orthographic systems, which can slow down their progress in reading fluency. For example, a bilingual child learning both English and Spanish must master two different sound-symbol correspondences, which increases cognitive load and can delay fluency development. 

This phenomenon adds a layer of complexity for bilingual learners with dyslexia, as they must navigate not only different phonological systems but also transfer skills between languages.

​​Targeted Interventions That Work
Fortunately, research shows that targeted interventions can significantly improve reading outcomes for dyslexic bilingual learners. For example, multisensory instruction, which involves engaging multiple senses (such as using letter tiles or tactile activities) during reading lessons, has been shown to enhance reading fluency by strengthening the connection between sounds and symbols (Ihbour et al., 2022). Studies also highlight the importance of explicit phonics instruction, where students are directly taught the relationship between letters and sounds, a method proven to be particularly effective for both dyslexic and bilingual students (Suárez-Coalla et al., 2016).

Assistive technology, such as reading apps and speech-to-text software, has become a valuable tool in supporting dyslexic students. A case study from Indonesia found that difficulties with working memory and sensory processing also contribute to delays in reading fluency (Raharjo, 2019). By using technology to scaffold learning—such as providing audiobooks or visual aids—students can bypass some of their struggles with memory and processing, allowing them to focus more on comprehension and fluency.

The Power of Early Identification and Inclusive Support
Early identification of dyslexia and bilingualism’s potential impact on learning is key. Preschool attendance and early exposure to language significantly mitigate the severity of dyslexia in some cases (Ihbour et al., 2022). When combined with early screening and tailored interventions, dyslexic bilingual learners can achieve remarkable growth in reading fluency, despite initial delays.

Educators must also understand the importance of creating inclusive classrooms that celebrate linguistic diversity. Bilingualism, while presenting unique challenges for dyslexic students, is also a strength that can be harnessed. By embracing bilingualism as an asset rather than a barrier, we can empower dyslexic learners to see their language abilities as a source of pride and not a source of difficulty.

Inclusive classrooms that celebrate linguistic diversity are crucial for supporting these students. Bilingualism, while presenting unique challenges for dyslexic students, is also a strength that can be leveraged. By embracing bilingualism as an asset rather than a barrier, educators can help dyslexic learners view their language abilities as a source of pride. This positive mindset fosters resilience and promotes academic success. 

Empowering Dyslexic Bilingual LearnersDyslexic bilingual learners are not defined by their struggles. They possess incredible strengths and unique perspectives that, with the right support, can lead to academic success. As educators, parents, and administrators, it’s vital that we advocate for these students, ensuring they receive the specialized instruction and resources they need. By implementing multisensory teaching methods, assistive technologies, and explicit phonics instruction, we can bridge the gap between dyslexia, bilingualism, and reading fluency.
Together, let’s unlock the fluency within every dyslexic bilingual learner. Their stories deserve to be heard, and their voices deserve to be amplified. These students can—and will—thrive academically with our support and understanding. By creating inclusive learning environments and celebrating their bilingualism, we can empower them to become confident, fluent readers in all their languages.

Call to Action
If you're passionate about empowering dyslexic bilingual learners, here are three essential steps you can take:

• Understand the different types of dyslexia: There are various types of dyslexia, such as phonological dyslexia, where students struggle with decoding sounds, and visual dyslexia, where they struggle with recognizing and processing visual information. Understanding these differences is crucial since each type impacts learning in unique ways—some students may have more difficulty decoding written words, while others may face challenges with spelling and reading fluency due to visual misinterpretation of letters and words.
• Embrace assistive technology: Tools like speech-to-text apps and audiobooks provide crucial support for students struggling with reading fluency, especially when paired with their specific dyslexia type.
• Provide explicit phonics instruction: This ensures that students grasp the sound-symbol relationships vital for decoding words in both languages. Phonics instruction can be adapted to the student's type of dyslexia, focusing on oral decoding for phonological dyslexia or visual processing support for those with visual dyslexia.
• Celebrate linguistic diversity: Encourage students to value their bilingual identities as assets, not barriers. Dyslexic bilingual learners can draw on their unique linguistic experiences to build confidence and resilience.

Let’s build a world where every child’s voice is heard and celebrated, regardless of their learning differences or language backgrounds.
​
Dr. Paco
Expert in the intersections of SLD and bilingual education

References:

• Azizifar, A., Golshan, M., & Gheitasi, M. (2019). The impact of assistive technology on improving reading comprehension and fluency in dyslexic students. Journal of Language Teaching and Research, 10(4), 758-768.
• Brèthes, H., Cavalli, E., Denis-Noël, A., Melmi, J. B., El Ahmadi, A., Bianco, M., & Colé, P. (2022). Text Reading Fluency and Text Reading Comprehension Do Not Rely on the Same Abilities in University Students With and Without Dyslexia. Frontiers in psychology, 13, 866543. https://doi.org/10.3389/fpsyg.2022.866543
• Kalfountzou, C., Garay, U., & Romero, A. (2023). Bilingualism and dyslexia: An overview of the co-existence of both parameters. In M. Khosrow-Pour (Ed.), Challenges of the Educational System in Contemporary Society (pp. 83-99). IGI Global. http://dx.doi.org/10.4018/978-1-6684-8156-1.ch006 
• Ihbour, S., Berroug, L., Hind, C., Chigr, F., & Najimi, M. (2022). Neuropsychological approach of factors aggravating the reading learning difficulties among Moroccan Arabic-speaking students with developmental dyslexia profile. Acta Neuropsychologica, 20(1), 17–34. https://doi.org/10.5604/01.3001.0015.7947 
• Raharjo, T. (2019). Reading Ability Counseling For Learning Difficulties Children With Dyslexia Using Multi-Factor Analysis. KONSELING RELIGI Jurnal Bimbingan Konseling Islam, 10(2), 329-345. doi:http://dx.doi.org/10.21043/kr.v10i2.6704
• Archambault, C., Mercer, S. H., Cheng, M. P., & Saqui, S. (2018). Lire en Français: Cross-Linguistic Effects of Reading Fluency Interventions in French Immersion Programs. Canadian Journal of School Psychology, 34(2), 113–132. https://doi.org/10.1177/0829573518757790 
• Suárez-Coalla, P., Álvarez-Cañizo, M., Martínez, C., García-Cueto, E., & Cuetos, F. (2016). Reading prosody in Spanish dyslexics. Annals of Dyslexia, 66(2), 275–300. https://doi.org/10.1007/s11881-016-0123-5
• Vizhi, P. K., & Rathnasabapathy, M. (2023). Language learning difficulties of students with dyslexia: A case study at a primary school. Theory and Practice in Language Studies, 13(11), 2734-2742. http://dx.doi.org/10.17507/tpls.1311.02

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Literature Review: Spanish Language Dyslexia. 
By Francisco "Paco" Usero-González, Ph.D.

Dyslexia, a neurodevelopmental disorder characterized by persistent difficulties in reading, affects millions of people worldwide, including a significant number of Spanish-speaking students (APA, 2013). Despite the transparent orthography of the Spanish language, which often simplifies reading acquisition, students with dyslexia face unique challenges that can hinder their academic progress. This literature review delves into the manifestation, diagnosis, and intervention of dyslexia within K-12 public schools, providing insights from research across Spanish-speaking regions in Europe and Latin America. By understanding these challenges and exploring effective strategies, we can better support students with dyslexia and help them reach their full potential.


Historical and Conceptual Foundations of Dyslexia:
A Journey Through Time

19th Century: The First Glimpses of Dyslexia
In the early days, between the 1830s and 1860s, physicians and educators started noticing something puzzling: children who were otherwise bright and capable struggled inexplicably with reading. Though they didn't have a name for it yet, these early observations were the first steps towards understanding what we now know as dyslexia.
Then, in 1877, a breakthrough came from German physician Adolph Kussmaul. He coined the term "word blindness" (Wortblindheit) to describe this mysterious condition where individuals had normal vision and intelligence but found reading almost impossible. The journey continued in 1896 when British physician W. Pringle Morgan documented the case of a 14-year-old boy with severe reading difficulties. Morgan's work gave us the term "congenital word blindness," marking a pivotal moment in the history of dyslexia.

Early 20th Century: Recognizing Dyslexia as a Medical Condition
As we moved into the 1900s, the condition began to gain more attention. Researchers recognized that these reading difficulties were not due to lack of intelligence or poor vision but something more complex. By the 1920s, the term "dyslexia" had emerged, drawing from the Greek words for "difficulty" and "word."
In 1925, American neurologist Samuel T. Orton made a significant leap forward by suggesting that these reading difficulties were linked to neurological factors. He introduced the concept of "strephosymbolia" or twisted symbols, shifting the focus from visual to cognitive issues. Orton's collaboration with educator Anna Gillingham in the 1930s and 1940s led to the creation of a multi-sensory teaching method still widely used today to help dyslexic students unlock the mysteries of reading.

Mid to Late 20th Century: Understanding the Cognitive Side of Dyslexia
The 1950s through the 1970s saw a shift in focus towards understanding the brain's role in dyslexia. Researchers began to dig into the cognitive processes involved, particularly phonological processing – the ability to recognize and manipulate the sounds of language. This was a key insight, leading to the realization that dyslexia wasn't just about seeing words differently; it was about processing language at a deeper level.
In the 1960s, the work of Isabel Liberman and Donald Shankweiler highlighted phonemic awareness as a core feature of dyslexia. This understanding paved the way for the widespread use of the term "developmental dyslexia" in the 1970s, emphasizing that this difficulty was not a transient issue but a developmental challenge that required targeted support.
By the 1980s, researcher Uta Frith proposed a developmental model of dyslexia, helping to explain how typical reading development occurs and where dyslexic children might struggle. This model became a cornerstone in the field, guiding educators and clinicians in their work with dyslexic students.

Late 20th Century: Exploring the Brain and Genes
The 1980s and 1990s brought about incredible advancements in technology, allowing researchers to peek inside the brain and see how it worked. Neuroimaging studies began to reveal that dyslexia was linked to differences in the brain's left hemisphere, particularly in areas involved in language processing.
At the same time, genetic research was taking off, and by the 1990s, studies started to show that dyslexia often ran in families. Twin studies provided strong evidence of a genetic component, and specific genes were linked to reading difficulties. The inclusion of dyslexia as a "specific learning disorder" in the DSM-IV in 1994 marked its official recognition within the medical community.

21st Century: A Holistic Approach to Dyslexia
As we entered the new millennium, dyslexia research continued to evolve. The 2000s brought a deeper understanding of dyslexia as a multifaceted condition influenced by genetic, neurological, cognitive, and environmental factors. The focus shifted towards early diagnosis and personalized intervention strategies, recognizing that one size does not fit all when it comes to supporting students with dyslexia.
In the 2010s, researchers began to explore the role of orthographic transparency – how consistently letters match sounds – in dyslexia. This was particularly relevant for languages like Spanish, where the relationship between letters and sounds is more predictable than in English. The decade also saw ongoing research into the neurological basis of dyslexia and the effectiveness of various intervention programs.
In 2013, the DSM-5 (Diagnostic and Statistical Manual of Mental Disorders, 5th Edition) further solidified the recognition of dyslexia by categorizing it under "Specific Learning Disorder" with a focus on reading. This update acknowledged dyslexia as a distinct and persistent learning challenge, emphasizing the need for accurate diagnosis and tailored interventions. The inclusion in DSM-5 reinforced the importance of addressing dyslexia within educational and clinical settings, ensuring that individuals with dyslexia receive the support they need to succeed.

Now, in the 2020s, technology is playing an increasingly important role in dyslexia education. Apps and digital tools designed to improve phonological awareness and reading fluency are becoming widely used, offering personalized learning experiences for students. As research continues, we’re gaining a clearer picture of how dyslexia manifests in different languages and cultural contexts, helping educators and clinicians around the world better support those who struggle with this condition.

Diagnosis and Assessment Approaches:
Why Getting It Right Matters

When it comes to supporting students with dyslexia, one of the most critical steps is getting the diagnosis right. Imagine a child who struggles daily with reading and writing, feeling frustrated and defeated despite their best efforts. Without an accurate diagnosis, these struggles might be misinterpreted as a lack of effort or ability, leading to further frustration and a sense of failure. But with the right diagnosis, everything changes—it opens the door to understanding, tailored support, and ultimately, success.

Timoneda et al. (2013) bring this point home by exploring how the PASS theory of intelligence and the DN-CAS battery can transform the way we diagnose dyslexia. Instead of just looking at how well a child reads or writes, this approach digs deeper, examining the underlying cognitive processes that drive these skills. It's like looking under the hood of a car to understand why it's not running smoothly, rather than just noticing that it's not moving fast enough. The DN-CAS battery, a tool grounded in this cognitive theory, offers a comprehensive way to identify not just that a child has dyslexia, but also how their brain is processing—or struggling to process—information. This level of understanding is crucial because it allows for more personalized interventions that target the specific areas where a child needs the most help.

But diagnosis isn’t just the domain of psychologists and specialists. Bolea et al. (2017) remind us that teachers are on the front lines, often the first to notice when a child is struggling. Their guide on dyslexia detection and management is a game-changer for educators. It equips them with the tools and knowledge to spot the signs of dyslexia early, sometimes even before a formal diagnosis is made. Early detection is key—it can mean the difference between a child who falls behind and one who receives the support they need to thrive.
What makes Bolea et al.’s guide particularly valuable is its practicality. It’s designed for the real world of the classroom, where time is limited and resources can be stretched thin. The guide offers concrete, actionable strategies that teachers can use to support their students, right from the start. And because it’s tailored to the needs of Spanish-speaking students, it’s especially relevant for educators working in Spanish-speaking regions. This localized approach ensures that the strategies are not just effective, but also culturally and linguistically appropriate.

In a nutshell, accurate diagnosis is the foundation upon which effective dyslexia interventions are built. It’s about more than just labeling a child; it’s about unlocking the door to their potential. When we understand the unique ways in which a child’s brain processes information, we can tailor our teaching strategies to meet their specific needs. And when teachers are empowered to recognize the signs of dyslexia early, they can be the catalyst for change, helping to turn what might seem like a roadblock into a stepping stone for future success.
"teachers are on the front lines,
often the first to notice
​when a child is struggling"
​Bolea et al. (2017)

Cognitive and Linguistic Factors in Dyslexia:
Unraveling the Complexities

Dyslexia is often misunderstood as simply a difficulty in seeing or recognizing words, but the reality is far more intricate. At its core, dyslexia is a cognitive puzzle, where the brain struggles with certain processes that are crucial for reading. One of the most critical pieces of this puzzle is phonological processing—the ability to recognize and manipulate the sounds within words.
​
Suárez and Cuetos (2012) take us beyond the outdated notion of dyslexia as just a visual-perceptual issue, offering a deeper look into the cognitive factors at play. Their research challenges the traditional view and presents compelling evidence that dyslexia is more about how the brain processes language than how the eyes see words. This shift in understanding is crucial because it broadens the scope of diagnosis and treatment, highlighting the need to focus on phonological awareness—how well a child can break down and play with the sounds of language. This insight changes the game in how we approach dyslexia, making it clear that we need to look deeper than just the surface symptoms.

Taking this idea further, Caravolas and Defior (2010) explore the role of phonological awareness specifically among Spanish-speaking children across three countries. Even in Spanish, a language where the relationship between letters and sounds is relatively straightforward, phonological processing remains a key predictor of how well a child learns to read. Their study reinforces the idea that without strong phonological skills, reading can become a significant challenge, regardless of how transparent the orthography might be. This means that for children with dyslexia, interventions that build phonological awareness are not just helpful—they’re essential.

García et al. (2014) dive into another important aspect: the influence of orthographic consistency on reading acquisition. You might think that because Spanish has a transparent orthography—where letters usually sound the same in different words—learning to read would be easier for all children. But García and colleagues reveal that this isn’t always the case. For children with dyslexia, even a consistent orthography like Spanish doesn’t erase the difficulties they face. This finding underscores the complexity of dyslexia and the need for targeted support that goes beyond just teaching the basics of reading.

Building on these insights, Jiménez-Fernández and Defior (2004) highlight the importance of early identification and intervention. Their research identifies key predictors of reading and spelling success in Spanish-speaking students, pointing out that recognizing these signs early can make all the difference. They emphasize the need for interventions that specifically target phonological processing deficits, offering a roadmap for educators and clinicians who work with children at risk for dyslexia. The earlier these interventions begin, the better the chances of helping a child overcome their reading challenges and succeed in school.

Intervention Strategies:
Breaking the English-Centric Mold in Dyslexia Support

When it comes to helping bilingual Spanish-speaking students with dyslexia, one size does not fit all. Yet, too often, educational interventions are designed with an English-centric lens, assuming that what works for English-speaking students will automatically work for everyone else in the US public system But here’s the truth: language and culture matter. A lot. And if we’re serious about supporting all students, including those from Spanish-speaking backgrounds, we need to move beyond the narrow, one-size-fits-all approach that has dominated the conversation for far too long.

Orozco et al. (2014) shine a light on this issue by exploring how interventions tailored to linguistic and cultural contexts can make a world of difference. Their research focuses on Spanish-speaking children and demonstrates that when you design an intervention with the specific needs of these students in mind—like enhancing their awareness of the structure and meaning of words—you're not just helping them catch up; you're empowering them to thrive. This isn’t just about translating an English program into Spanish; it’s about creating strategies that respect and leverage the unique linguistic strengths and challenges of Spanish-speaking students.

Defior and Serrano (2016) add to this by emphasizing the importance of phonological interventions—programs that specifically target the ability to hear and manipulate sounds in language. While phonological awareness is crucial for all children with dyslexia, the way this skill is developed can vary dramatically depending on the language. For Spanish-speaking students, interventions need to take into account the specific sounds, rhythms, and structures of the Spanish language rather than forcing them into a mold designed for English speakers. This means recognizing that a child’s cultural and linguistic background isn’t a barrier to be overcome but a foundation to build on.

So why does this matter, especially in the context of the United States? Because in an increasingly diverse educational landscape, we can no longer afford to view English as the default language of learning. Spanish-speaking students represent a significant and growing population in U.S. schools, and yet, many educational interventions still treat English as the norm, with little regard for the unique needs of students who speak other languages. This bias not only shortchanges these students but also reinforces harmful stereotypes and systemic inequalities.

López-Escribano (2012) addresses this head-on by providing a comprehensive overview of dyslexia interventions specifically designed for Spanish-speaking children. His work underscores the need for culturally and linguistically appropriate strategies that go beyond mere translation and instead focus on the distinctive features of the Spanish language and the cultural contexts in which these students live and learn. When educators understand and incorporate these factors into their teaching, they’re not just helping students overcome dyslexia; they’re validating their identity and experiences.

Finally, Ramírez and Cuetos (2007) offer models of reading processes in Spanish that serve as a blueprint for creating effective, culturally relevant interventions. Their research shows that when we take the time to understand the specific cognitive and linguistic challenges faced by Spanish-speaking students, we can develop interventions that are not only more effective but also more empowering.

The takeaway? It’s time to break free from the English-centric mindset that has dominated dyslexia interventions for too long. Our schools need to embrace culturally and linguistically appropriate strategies that recognize and respect the diverse backgrounds of all students. Only then can we truly say we’re meeting the needs of every child, giving them the best possible chance to succeed—not just in reading, but in life.
"But here’s the truth:
Language and culture matter.
A lot."
Francisco "Paco" Usero González (2024)

References: 
​

• Bolea, S., Conde, M. D., Panadero, B., Pérez, I., Valtueña, M., & Vicente, L. (2017). La dislexia: Guía de detección y actuación en el aula. Gobierno de Aragón. https://plataformadislexia.org/wp-content/uploads/2021/02/Guia-dislexiaaragon.pdf
• Caravolas, M., & Defior, S. (2010). The phonological awareness skills of Spanish-speaking children with dyslexia: Evidence from three countries. Reading and Writing, 23(9), 1013-1032.
• Defior, S., & Serrano, F. (2016). Conciencia fonológica y dificultades de lectura y escritura. Síntesis.
• García, J. R., Suárez-Coalla, P., García, A. I., & Cuetos, F. (2014). The influence of orthographic consistency and regularity on reading acquisition in Spanish. Reading and Writing, 27(4), 613-634.
• Jiménez-Fernández, G., & Defior, S. (2004). Predictors of reading and spelling acquisition in Spanish children. Dyslexia, 10(4), 313-333.
• López-Escribano, C. (2012). La dislexia en español. Pirámide.
• Orozco, D. P., Defior, S., & Jiménez-Fernández, G. (2014). Efectos de un programa de entrenamiento en conciencia morfológica sobre el aprendizaje de la lectura en niños españoles. Infancia y Aprendizaje, 37(3), 399-422.
• Ramírez, M., & Cuetos, F. (2007). Procesos de lectura en español: Modelos, evaluación e intervención. Trotta.
• Signorini, A. (1997). Word reading in Spanish: A comparison between skilled and less skilled beginning readers. Dyslexia, 3(2), 111-125.
• Suárez, P., & Cuetos, F. (2012). ¿Es la dislexia un trastorno perceptivo-visual? Nuevos datos empíricos. Psicotherma. http://www.psicothema.com/pdf/3997.pdf
• Suárez-Coalla, P., García, J. R., & Cuetos, F. (2012). Lexical and sublexical reading routes in transparent languages: Evidence from Spanish. Reading and Writing, 25(9), 2145-2167.
• Timoneda, C., Pérez, F., Mayoral, S., & Serra, M. (2013). Diagnóstico de las dificultades de lectura y escritura y la dislexia basado en la Teoría PASS de la inteligencia utilizando la batería DN-CAS. Origen cognitivo de la dislexia. Aula Abierta, 41(1), 5-16. https://dialnet.unirioja.es/servlet/articulo?codigo=4097728
• Valdivieso, L. B. (1993). La dislexia: Cien años después. Investigación, antecedentes históricos y definiciones. PSYKHE, 2. http://www.psykhe.cl/index.php/psykhe/article/view/44/44
• Vázquez, A. J. S., Fonseca, L. R., Mozo, D. B., & Céspedes, I. T. (2017). La dislexia, la disgrafia y la discalculia: Sus consecuencias en la educación ecuatoriana. Archivo Médico de Camagüey, 21. http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S102502552017000100003

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Bridging the Gap: Culturally Responsive Interventions for Bilingual Students with Dyslexia

Navigating the world with dyslexia can be challenging enough, but imagine doing so while juggling two languages! For our bilingual Spanish-English students with dyslexia, the journey requires a special kind of support—one that acknowledges both their linguistic and cultural backgrounds.
In our quest to provide the best educational experience, we need to blend evidence-based instructional practices with culturally responsive teaching. Think of it as making a delicious bilingual stew: you can’t leave out the spices that make it unique! This means integrating strategies like explicit instruction and interactive book reading, tailored not just to boost literacy but to honor the cultural and linguistic heritage of our students (Linan-Thompson et al., 2018; Larson et al., 2019).
But here’s the twist—many interventions focus primarily on vocabulary, often in Spanish. While that's important, we can't overlook the rich tapestry of our students' cultural backgrounds. It's like focusing only on the words in a song, without appreciating the music and rhythm that make it truly resonate. We need to balance our approaches, ensuring we're not just teaching language, but also embracing and celebrating cultural diversity in our classrooms (Larson et al., 2019).
Teachers play a pivotal role in this process. By reflecting on their own practices and tapping into students' linguistic assets and cultural values, they can create a learning environment that feels like home—a place where students' identities are not just acknowledged but cherished (Wei et al., 2022). This goes beyond textbooks, extending to the overall educational experience, fostering resilience and well-being (Goforth & Pham, 2023).
So, what’s the takeaway? It’s simple yet profound: culturally responsive teaching is not a one-size-fits-all. It’s about being adaptable, sensitive, and proactive in meeting the diverse needs of our students. By doing so, we don’t just teach; we connect, inspire, and empower.
Remember, every student brings a unique story to the classroom. Let’s make sure our teaching methods are as diverse and rich as the students we serve. After all, in education, just like in life, variety is the spice that makes everything a bit more flavorful.
For more tips and insights on creating inclusive and supportive learning environments, keep following the blog or visit my website. Together, we can make a difference, one student at a time!
References
Goforth, A. N., & Pham, A. V. (2023). Culturally responsive assessment and intervention for children from diverse backgrounds. Journal of Educational and Psychological Consultation, 33(1), 15-32.
Larson, A. L., Durand, V. M., & Ankenman, R. D. (2019). Interactive book reading and other language interventions for culturally and linguistically diverse children. Topics in Early Childhood Special Education, 38(4), 213-224.
Linan-Thompson, S., Cirino, P. T., & Vaughn, S. (2018). A framework for implementing effective interventions for culturally and linguistically diverse students with learning disabilities. Intervention in School and Clinic, 54(1), 17-24.
Wei, W., Li, X., & Wang, Q. (2022). Leveraging cultural and linguistic diversity in the classroom: The role of teacher introspection. Journal of Multicultural Education, 16(3), 214-228.

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Dyslexia & Bilingual Spanish-English Students - NABE 2024
​Reflecting on Our Insightful Presentation on Dyslexia and Bilingual Education
We are thrilled to share the highlights of our recent presentation on the unique linguistic characteristics of dyslexia in both English and Spanish. Dr. Corinna Cole and I had the privilege of engaging with a passionate audience, eager to deepen their understanding of the intersections between dyslexia and bilingual education.
Our session kicked off with a brief review of how dyslexia interacts with bilingual learning environments, setting the stage for a deeper exploration of the topic. We delved into the specific challenges and strategies associated with teaching dyslexic learners in bilingual settings, sharing practical instructional strategies that many found immediately applicable.
The turnout was fantastic—our room was filled to capacity! The enthusiastic participation from our audience and their insightful questions made for a lively and fruitful discussion, which we found to be especially pleasing. It was a pleasure to see so many educators and specialists coming together to enrich their knowledge and skills.
The feedback has been overwhelmingly positive, and we are excited to continue this conversation at our next presentation scheduled for the 2025 NABE conference. We can't wait to bring even more valuable insights and strategies to help support educators in this important field.
Stay tuned for more updates and resources from our upcoming engagements. Thank you to everyone who participated and made this event a success!Dyslexia and Bilingual Education in English.https://www.canva.com/design/DAGCo81I3FM/QdRXhMiCAM0XN4zFtH7tnw/view

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SLD con Ñ - flyer para NABE 2024 - Español de Maestro Usero

¿Dislexia y/o TDAH?
Encuentra las diferencias.

Si bien pueden tener algunas similitudes, también presentan diferencias importantes. Veamos: Las personas con #dislexia pueden tener dificultades para reconocer y decodificar palabras, así como para comprender el significado de lo que leen. No se trata de una falta de inteligencia, sino de una dificultad específica en el procesamiento del lenguaje escrito. #concienciafonologica

Por otro lado, el #tdah es un trastorno del neurodesarrollo que afecta principalmente la atención, la impulsividad y la hiperactividad. Las personas con TDAH pueden tener dificultades para mantener la concentración, seguir instrucciones, organizarse y controlar sus impulsos. Aunque algunas dificultades pueden ser comunes en ambos trastornos, es importante destacar que cada uno tiene sus propias características distintivas y criterios de diagnóstico. Es fundamental contar con una evaluación y diagnóstico 📶preciso por parte de profesionales especializados para distinguir entre dislexia y TDAH, ya que los enfoques de intervención y apoyo pueden variar.

Ambos trastornos requieren una comprensión y apoyo adecuados para ayudar a las personas a alcanzar su máximo potencial.

​#Aprendizaje #Diferencias #Similitudes #Atención #Organización #Memoria #dyslexia #adhd #dyslexiaawareness #dyslexiaeducation #learningdisabilities #adhdawareness

Dislexia, NO sólo en inglés
(Parte 2)

¡Bienvenidos/as a otro post de #dislexiaconñ !
Me gusta aprender leyendo y escuchando experiencias de otras personas con #dislexia que son capaces de comunicarse en diferentes idiomas. Pues ayer me encontré con este documental de radio Dyslexia: Language and Childhood (aquí les comparto el enlace https://www.bbc.co.uk/sounds/play/w3ct16c7) En este audio escuchamos lo que los estudios científicos nos muestran: Los expertos dicen que las diferencias entre los idiomas, como la estructura del alfabeto, pueden hacer que una persona con dislexia tenga dificultades en un idioma y no en otro. Aquí encontramos varios ejemplos, uno de ellos es Alex que domina dos idiomas: el inglés y el japonés. Alex tiene dislexia y habla dos idiomas, pero su dislexia afecta a su inglés y no a su japonés.

Por qué sucede esto?
Según expertos de la Universidad de Granada, las características del lenguaje escrito japonés son muy distintas al inglés y al español, lo que puede hacer que una persona con dislexia tenga más facilidad para comprenderlo y hablarlo. Creo haber entendido que ES IMPORTANTE. En el caso de personas bilingües, es importante tener en cuenta que cada lengua tiene características propias y formas distintas de acceder a su lectura. Por lo tanto, para una adecuada diagnosis, evaluación e intervención de la dislexia en personas bilingües, es fundamental realizar estos procesos en cada uno de los idiomas correspondientes, y NO 🚫 mezclarlos. ❌Mezclar idiomas puede generar confusión y afectar negativamente el proceso de diagnóstico, evaluación e intervención en personas con dislexia.

Es necesario tener en cuenta que la dislexia puede presentarse de manera diferente en cada lengua y que las técnicas y estrategias de intervención pueden variar según el idioma en el que se presente el trastorno.

dislexia #dislexiabilingüe #bilingualdyslexia #dyslexia #dyslexiaawareness #dyslexiaeducation #dyslexiasupport #dyslexiaadvocate #dislexiaenespañol #dyslexiainusa #concienciafonologica #idiomaespañol #spanishdyslexia #spanishdyslexicstudents

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¡Ojo a las señales de alerta!

La dislexia y las señales de alerta temprana.

En este video informativo (enlace https://youtu.be/my0hcNr5bIE ) se muestran muy brevemente algunas de las señales de alerta temprana de dislexia y/o que podrían indicar posibles señales de dislexia en niños menores de 7 años.

Hay una serie de factores que debemos prestar atención como es el retraso en el lenguaje, que puede afectar la capacidad del estudiante para aprender a leer y escribir correctamente. Otra señal de alerta temprana es la confusión de palabras que tienen una pronunciación similar, lo que puede generar dificultades en la comprensión de lectura.

Asimismo, las dificultades expresivas pueden ser un indicador de la dislexia, así como la dificultad para identificar las letras y los sonidos asociados a ellas. La lectura en espejo también puede ser una señal temprana de dislexia, ya que los niños/as pueden invertir las letras o palabras al leer o escribir.
​
Finalmente, la historia familiar de problemas de lectoescritura también puede ser un factor de riesgo en el desarrollo de la dislexia. Es importante tener en cuenta que la identificación temprana de estas señales puede ayudar a los padres y maestros a intervenir y brindar el apoyo adecuado al niño para su desarrollo y éxito académico.

#dislexiaconñ #dislexiaenespañol #dyslexia #dyslexiainspanish #learningdisabilities #aprendizajetemprano #educacioninfantil #enespañol #inspanish

Comprendiendo las Perspectivas de la Dislexia:
De la Biología a la Educación

Los efectos de la dislexia van más allá de la lectura

Como todos los martes, mis posts tratan de informar sobre la #dislexia en #español en los #estudiantesbilingües de #usa🇺🇸

Hoy hablamos de los otros efectos de la dislexia. La dislexia es un trastorno específico del aprendizaje de la lectura que afecta aproximadamente al 5-17% de los estudiantes. No solo afecta a la lectura, sino que también puede afectar a otras habilidades académicas y sociales. Los estudiantes con dislexia pueden tener dificultades en la escritura, la ortografía, la comprensión lectora y las matemáticas. Además, pueden tener dificultades en el ámbito social, como la comunicación y la expresión oral. Estas dificultades pueden afectar negativamente la autoestima, la confianza y el bienestar emocional del niño.

Es importante señalar que, a menudo, los niños con dislexia tienen un gran potencial y capacidades, y con la intervención adecuada, pueden superar las dificultades y alcanzar el éxito académico y personal.

En el caso de los estudiantes bilingües de español e inglés, el riesgo de desarrollar dislexia en ambos idiomas se ve aumentado debido a las diferencias en el procesamiento fonológico de los idiomas. Es importante llevar a cabo una evaluación exhaustiva que incluya la medición de diferentes habilidades y procesos relacionados con la lectura, para obtener un diagnóstico preciso y poder establecer un programa de intervención adecuado.

Si tienes curiosidad por algún aspecto en concreto de la dislexia, déjame un comentario. En los próximos martes publicaré mis investigaciones sobre esos temas.

La dislexia NO tiene cura,
No es una enfermedad.

Hace años que veo una necesidad de ayudar a estudiantes, educadores y familias #latinos #hispanos #enespañol con #dislexia en nuestro idioma.

De acuerdo a la quinta edición del Manual Diagnóstico y Estadístico de Trastornos Mentales (DSM-5), la dislexia es un trastorno de aprendizaje específico que afecta la capacidad de una persona para leer y comprender el lenguaje escrito. No es una enfermedad y no tiene una cura. Sin embargo, existen tratamientos y estrategias que pueden ayudar a las personas con dislexia a superar los desafíos que enfrentan al leer y escribir.

National Institute of Child Health and Human Development. (n.d.). Dislexia. Recuperado de https://lnkd.in/gUxe2M3M

National Center for Learning Disabilities. (n.d.). ¿Qué es la dislexia? Recuperado de https://lnkd.in/gimGMfBr

#dsm5 #intervención #dyslexialearning #learningdisabilities #morethanareadingproblem #masqueproblemasdelectura #lecturaenespanol #lectoescritura

"No estás solo/a" - Ideas para apoyar a las familias con niños/as disléxicos/as.

Esta semana quiero compartir algunas ideas para las familias, ya que algunas mamás me han preguntado sobre este tema.

Las familias de estudiantes bilingües español-inglés diagnosticados con dislexia pueden ayudar a sus hijos de varias maneras:

1️⃣ el punto más importante de todos: #comunicacion - Es importante que los padres se involucren en el proceso de evaluación para determinar el nivel de dislexia de su hijo. Tanto los educadores como los profesionales de diagnóstico e intervención les explicarán todos los detalles. Esto ayudará a los padres a entender mejor el trastorno y a identificar los recursos adecuados para ayudar a su hijo.

2️⃣ ¡Somos un buen equipo con el mismo objetivo! Los padres deben trabajar con el equipo de educación especial para asegurarse de que su hijo reciba los servicios adecuados para su nivel de dislexia. Esto incluye servicios de apoyo lingüístico, como tutorías bilingües, para ayudar a los estudiantes a mejorar su comprensión y uso de los dos idiomas.

3️⃣ ¡Hogar, dulce hogar 🏠 !
Las mamás y papas pueden ayudar a sus hijos/as bilingües con dislexia al proporcionarles un ambiente de aprendizaje seguro y estable en casa también. Esto incluye proporcionarles un horario de estudio estable, establecer límites claros y alentar el uso de estrategias de aprendizaje específicas para ayudar a los estudiantes a mejorar su comprensión y uso de los dos idiomas.

Pues estas han sido algunas de las recomendaciones más importantes. Por favor, comparte aquí 👇🏼 las tuyas, seguro que alguna familia las querrá conocer.

#dyslexia #dyslexiaawareness #dyslexiaeducation #dyslexiasupport #dyslexiaadvocate #dyslexiacommunity #dislexia #dislexiaenespañol #spanishdyslexia #dislexiayfamilia #dyslexiaandfamilies

La Dislexia y la parte biológica de la lectura

Esta semana quiero compartir algunas ideas para las familias, ya que algunas mamás me han preguntado sobre este tema.

Las familias de estudiantes bilingües español-inglés diagnosticados con dislexia pueden ayudar a sus hijos de varias maneras:

1️⃣ el punto más importante de todos: #comunicacion - Es importante que los padres se involucren en el proceso de evaluación para determinar el nivel de dislexia de su hijo. Tanto los educadores como los profesionales de diagnóstico e intervención les explicarán todos los detalles. Esto ayudará a los padres a entender mejor el trastorno y a identificar los recursos adecuados para ayudar a su hijo.

2️⃣ ¡Somos un buen equipo con el mismo objetivo! Los padres deben trabajar con el equipo de educación especial para asegurarse de que su hijo reciba los servicios adecuados para su nivel de dislexia. Esto incluye servicios de apoyo lingüístico, como tutorías bilingües, para ayudar a los estudiantes a mejorar su comprensión y uso de los dos idiomas.

3️⃣ ¡Hogar, dulce hogar 🏠 !
Las mamás y papas pueden ayudar a sus hijos/as bilingües con dislexia al proporcionarles un ambiente de aprendizaje seguro y estable en casa también. Esto incluye proporcionarles un horario de estudio estable, establecer límites claros y alentar el uso de estrategias de aprendizaje específicas para ayudar a los estudiantes a mejorar su comprensión y uso de los dos idiomas.

Pues estas han sido algunas de las recomendaciones más importantes. Por favor, comparte aquí 👇🏼 las tuyas, seguro que alguna familia las querrá conocer.

#dyslexia #dyslexiaawareness #dyslexiaeducation #dyslexiasupport #dyslexiaadvocate #dyslexiacommunity #dislexia #dislexiaenespañol #spanishdyslexia #dislexiayfamilia #dyslexiaandfamilies

¿Sabías que la lectura es uno de los procesos más complejos que realiza nuestro cerebro? ¡Así es! Cuando leemos, nuestro cerebro activa una serie de áreas específicas para procesar los estímulos visuales y lingüísticos que estamos recibiendo. No hay un área específica donde se produce la lectura, hay varias.

De hecho, según Vargas et al. (2019), cuando aprendemos a leer, nuestro cerebro se especializa en el procesamiento de este tipo de información, utilizando áreas que antes eran usadas para otras tareas.

Pero, ¿cómo funciona el cerebro al leer? Bueno, todo comienza en las áreas de asociación visual, donde se procesan los estímulos visuales que llegan a través de nuestra retina. A partir de ahí, la información es enviada al área de Brodmann 39, que se encarga de la interpretación de los grafemas.

Pero eso no es todo, después viene el proceso de cambio de grafemas a fonemas, que se realiza en el área de Wernicke, ubicada en el lóbulo temporal. Desde ahí, se envía la información al área de Brodmann 22, que se encarga del reconocimiento de las palabras y el procesamiento del texto de forma sintáctica y semántica.

Y, aunque ambas áreas están presentes en ambos hemisferios del cerebro, normalmente, la dominancia en el lenguaje se encuentra en el hemisferio izquierdo, que está más desarrollado en estas habilidades.

Para ir concluyendo, la lectura es un proceso fascinante que involucra varias áreas específicas del cerebro y que nos permite interpretar y darle sentido a los estímulos visuales y lingüísticos que recibimos. ¡Así que ya sabes, cada vez que leas, tu cerebro está haciendo un gran trabajo!

¡Entrénalo a diario! 🧠 📖 🌟

#dislexia #lectura #neurociencia #dislexiaenespañol #lectoescritura #earlyliteracy #literacy #literacydevelopment #reading #readingprocess #procesodelectura

Dyslexia, only in English?

Más sobre #dyslexia en #español en los #usa🇺🇸 con #dislexiaconñ

¿Sabes que según las estadísticas hay aproximadamente en torno a más de medio millón de estudiantes hispanohablantes con dislexia en los Estados Unidos?

¿Y sabes que no hay un documento oficial donde recoja este dato tan significativo?

Es cierto que existe un problema en los Estados Unidos en cuanto al diagnóstico y tratamiento de la dislexia en estudiantes que hablan otros idiomas que no sea el inglés. A menudo, los estudiantes que hablan español u otros idiomas reciben diagnósticos de dislexia y se les brinda intervención en inglés para ayudarlos a leer en inglés, pero esto puede no abordar completamente sus necesidades de lectura en su lengua materna.

Es importante reconocer que muchos estudiantes que hablan español u otros idiomas enfrentan barreras adicionales en el aprendizaje de la lectura debido a la falta de acceso a materiales en su lengua materna, la falta de capacitación de los maestros en la enseñanza de la lectura en otros idiomas y la falta de recursos y apoyo para la intervención de la dislexia en idiomas distintos del inglés.

Es necesario que se tomen medidas para asegurar que los estudiantes que hablan otros idiomas tengan acceso a diagnósticos precisos y tratamientos efectivos para la dislexia en su lengua materna. Esto podría incluir la implementación de programas de intervención para la dislexia en español y otros idiomas, la capacitación de los maestros en la enseñanza de la lectura en otros idiomas y la provisión de materiales de lectura en otros idiomas.

Es importante abogar por la igualdad de oportunidades para todos los estudiantes, independientemente del idioma que hablen, para asegurarnos de que tengan acceso a una educación de calidad y la ayuda que necesitan para tener éxito académico. Es crucial que los padres, educadores y defensores trabajen juntos para abogar por políticas y prácticas que apoyen a los estudiantes que hablan otros idiomas y que tengan necesidades de lectura específicas, incluyendo la dislexia.

#dislexia #dislexiainfantil #sobreidentificación #overidentification #diagnosis #intervention

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