SLIS Poster

As much as 20% of the U.S. population shows at least some symptoms of dyslexia and the number of students who exhibit any form of a reading or print disability is higher. These students need more than physical access to materials to be able to use them effectively.

To meet students' informational needs a school library should provide accessible textbooks that allow the student to gain information by listening or watching. Whenever possible the text should be read by a human reader, but in all cases the student must be able to navigate the text at will. The library should also collect duplicates of classroom materials, information about disabilities, and multimedia materials that allow students to construct knowledge on their own schedule.

School collection and classroom policies must not only honor student choice but foster it. We know that students who read by choice read more, and students who read more have an academic advantage. The content and level of the material students choose must be less important to us than providing students with freedom in reading. Students with dyslexia and other reading disabilities tend to prefer non-fiction, graphic novels, and works that are "chunked" into manageable sections.

Using tech to help students make meaning of text is perhaps the most important thing we can do to help them access the general education curriculum. By offering a smorgasbord of options to change the color and typography of text, devices that allow students to fluidly look up words, and text to speech options we can help students level the academic playing field.

Finally, as we collaborate with teachers it is important that we consistently demonstrate these practices. We must also provide alternative ways for students to respond and show what they know in a way that lessens the impact of the reading disability. An info graphic or video for example can show as much evidence of student learning as an essay when the unit and assignment have been well constructed.

The time has come to allow students with dyslexia and other reading disabilities to work smarter instead of harder. School libraries are in a good position to plan for students' informational, free reading, and technological needs in useful ways that can take a huge step towards leveling the playing field.

Selected References

Björklund, M. (2011). Dyslexic Students: Success Factors For Support In A Learning Environment. The Journal of Academic Librarianship, 37(5), 423-429.

Fisher, J., & Price, J. (2012). Take control of dyslexia and other reading difficulties: The ultimate guide for kids. Waco, Tex.: Prufrock Press.

Gorman, A. (1999). Start Making Sense: Libraries Don't have to be confusing places for kids with reading disabilities. School Library Journal, 1999(July).

Lewis, J. (2013). Information Equality for Individuals with Disabilities: Does It Exist? The Library Quarterly, 83(3), 229-235.

Full References

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Berninger, V. W., & Wolf, B. J. (2009). Teaching students with dyslexia and dysgraphia: lessons from teaching and science. Baltimore, MD: Paul H. Brookes Pub. Co.

Björklund, M. (2011). Dyslexic Students: Success Factors For Support In A Learning Environment. The Journal of Academic Librarianship, 37(5), 423-429.

BDA (2012) "Typefaces for Dyslexia." BDA Technology. British Dyslexia Association. Retrieved December 5, 2014, from http://bdatech.org/what-technology/typefaces-for-dyslexia/

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Gorman, A. (1999). Start Making Sense: Libraries Don't have to be confusing places for kids with reading disabilities. School Library Journal, 1999(July).

Irvall, B., & Nielsen, G. S. (2003). Dyslexia is everywhere: what does your library do?. Art Libraries Journal, 28(1), 41-42.

Lewis, J. (2013). Information Equality for Individuals with Disabilities: Does It Exist? The Library Quarterly, 83(3), 229-235.

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Peyrin, C., Lallier, M., Démonet, J., Pernet, C., Baciu, M., Bas, J., & Valdois, S. (2012). Neural dissociation of phonological and visual attention span disorders in developmental dyslexia: FMRI evidence from two case reports. Brain and Language, 381-394. Retrieved December 5, 2014, from http://www.sciencedirect.com/science/article/pii/S0093934X11002112

Quinn, MS, J., & Wagner, PhD, R. (2013). Gender Differences in Reading Impairment and in the Identification of Impaired Readers: Results From a Large-Scale Study of At-Risk Readers. Journal of Learning Disabilities, 2013(October 23). Retrieved December 5, 2014, from http://ldx.sagepub.com.proxy.lib.uiowa.edu/content/early/2013/10/22/0022219413508323

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Sullivan, M. (2010). Serving boys through readers' advisory. Chicago: American Library Association.

Thiessen, M., & Dyson, M. (2010). ‘Clearer and Better’: Preferences of Children with Reading Difficulties for the Typography and Illustration in Literacy Materials. The International Journal of Learning, 16(12), 365-384.

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