Understanding Dyslexia & Dysgraphia with Dr. Bell

🎧 Episode Show Notes

Understanding Dyslexia & Dysgraphia with Dr. Nicole Bell

In this episode of the PHPS podcast, we kick off our three‑part series on learning differences with Nicole Bell, Head of School at PHPS. Dr. Bell shares insight into two common language‑based learning differences — dyslexia and dysgraphia — and helps families better understand how they affect reading, writing, and learning.

Together, we explore how these learning differences show up in the classroom, the importance of early recognition, and how structured, research‑based instruction can help students build confidence and thrive.

🧠 What We Discuss

• What dyslexia and dysgraphia are and how they differ
• Early signs families and teachers may notice
• How learning differences can impact a child’s confidence and school experience
• Why phonemic awareness is a critical foundation for reading and writing
• How structured, explicit literacy instruction supports students with dyslexia and dysgraphia
• Common misconceptions about learning differences
• Practical ways families can support children at home

🌱 A Message of Encouragement

Dr. Bell reminds families that a learning difference does not define a child’s potential. With understanding, strong relationships, and the right instructional support, students with dyslexia and dysgraphia can grow into confident and successful learners.

🎙️ Coming Next in the Series

In Episode 2, we continue the conversation with Leda Owens from the Housson Center as we explore math learning differences, including challenges related to visual‑spatial processing and working memory.

📚Resources

The Yale Center for Dyslexia and & Creativity - provides research, resources, and advocacy to help educators and families better understand dyslexia and support students with language‑based learning differences. It also highlights the strengths and creativity often associated with dyslexia.

Overcoming Dyslexia-A trusted guide from one of the world’s leading dyslexia researchers, this book helps parents and educators better understand, identify, and support individuals with dyslexia. Updated with the latest research and practical strategies, it offers tools to build strong reading skills and confidence at every age.

The Dyslexic Advantage-This book highlights the powerful strengths often found in individuals with dyslexia. Drawing on research and real-life stories, the authors show how dyslexic thinkers often excel in creativity, problem-solving, and big-picture thinking, offering an encouraging perspective for educators, families, and students.

Transcript

SPEAKER_00 0:05

Welcome back to the PHPS Difference Podcast. Before we begin today's episode, we're excited to introduce a new three-part series focused on learning differences. In this series, we'll explore how learning differences show up in students' lives and how parents and educators can better support them.

SPEAKER_01 0:22

In our first episode, we'll talk with Dr. Nicole Bell about dyslexia and dysgraphia and how they impact reading and writing development. In episodes two and three, we'll be joined by Lita Owens, who will help us better understand math learning disorders, ADHD, and the role of executive functioning in learning.

SPEAKER_00 0:38

Our goal is to bring clarity, reassurance, and practical insight to families navigating learning differences.

SPEAKER_01 0:44

Today we're joined by Dr. Nicole Bell, head of school at Preston Hollow Presbyterian School, who brings both research expertise and years of experience supporting students and learning differences. And in this episode, we'll be talking about dyslexia and dysgraphia and how schools can better support students who learn differently. Dr. Bell, we're so glad you're here. Thank you. I'm happy to be here.

SPEAKER_00 1:07

As we begin this series, our whole goal is to create common language and understanding around each of the learning differences we're going to share. And today, with the focus on dyslexia and dysgraphia, if you are a member of the PHPS community already, you know that this is core to what we do and who we serve. But Dr. Bell, could you take us through what it means to have dyslexia and dysgraphia and help to take us into a deeper understanding around the differences between each of those learning differences?

SPEAKER_02 1:40

Sure. So dyslexia and dysgraphia are both neurobiological learning differences, which means you're born with them. And they both are characterized by difficulty processing written language. So the way they differ is basically dyslexia is difficulty reading written language, and dysgraphia is difficulty producing written language.

SPEAKER_01 2:05

And so what are some early signs that families or teachers might notice when they see a child struggling and they think it might be dyslexia or dysgraphia?

SPEAKER_02 2:15

So for dysgraphia, you would see handwriting that is characterized by poor spacing, poor letter formation. The letters could be big, illegible handwriting, poor fine motor skills, and difficulty kind of sequencing letters as they write. Dyslexia, early on, you'll see young students have a hard time with rhyming or isolating sounds in spoken language, difficulty learning letter names, that sort of thing in very young children.

unknown 2:54

Yeah.

SPEAKER_00 2:54

When these learning differences aren't understood well, how can they impact a child's experience in school and their confidence as a learner?

SPEAKER_02 3:04

So probably the biggest impact if a student has a learning difference and it's either undiagnosed or not addressed, not competently addressed, is self-esteem issues. So these students can experience anxiety, depression because of multiple failures in the classroom, and then that can create a domino effect and start to impact other areas like social development or communication skills or mental wellness. So it can definitely have an overarching impact on a student.

SPEAKER_01 3:41

You mentioned some of the early signs of dyslexia and dysgraphia, you know, with really young students. But what about that third grade, fourth grade student? That does that look differently for them and how that might kind of represent itself?

SPEAKER_02 3:56

Kind of. So they're still gonna have a hard time with skills like isolating sounds in words or blending sounds together. And this means just in spoken language, so no letters at all. Um dysgraphia, you're probably still gonna see the illegible handwriting, the difficulty with spacing, poor letter formation. Um, but by third grade, dysgraphia is probably going to be negatively impacting written expression at that point.

SPEAKER_00 4:34

And you think about um different structured literacy approaches and how that impacts the child when they have dyslexia or dysgraphia in a program like PHPS offers. What is the role in offering that type of intervention to a child with one of these learning differences and how can that help in their trajectory as a learner?

SPEAKER_02 4:56

You mean like a structured literacy approach? Um, so if a student has a diagnosis of dyslexia, they must have a structured literacy approach. And so this approach is based on Orton Gillingham methodology, and it has certain components. Um, so it must be sequential, it must be explicit, it must be cumulative, it must be direct, and it must be multi-sensory. Um, so there's a family of programs that are structured literacy programs. So there's no one particular program, it's more the methodology and the approach. So these programs basically teach students that our language is predictable and it teaches them the syllable structures, it teaches them piece by piece how to build upon that knowledge so that more complex knowledge is built on more simplistic knowledge, and um it it's appropriate for both dyslexic and dysgraphic students, um, but it really is the way to teach foundational language skills, really for all students, but it is a must for students with written language disorders.

SPEAKER_01 6:08

And can you talk a little bit about why phonemic awareness is such an important foundation for reading and writing? I know a lot of times you will hear that phonics is not taught in schools anymore, and now we're seeing that's not the case, and it's kind of coming back. Can you just share a little bit more about what you know about that?

SPEAKER_02 6:26

So, phonology is an important component of any structured literacy program, and so phonology is attaching the speech sounds with the letters. Phonemic awareness really doesn't have anything to do with letters, so it really is just the conscious awareness of sounds in words and spoken words. Um so if I asked you what's the first sounding cat, you're gonna say right. Very good. Um but for a very young child, if you ask a three or four-year-old what's the first sounding cat, they might say meow. Because they've spent their life so far focusing on words and meanings, and language, spoken language is natural. Kids are gonna pick it up naturally if they're in the environment. That's not the case with written language, it must be taught. So a student who is not consciously aware of these spoken segments in words is going to be lacking that foundational knowledge, that phonemic awareness. So a phoneme is just a sound in a word. So phonemic awareness means explicit awareness of sound segments, and this can be taught to very young children. You start with rhyming, and then, you know, it's a hierarchy of skills, so the highest hierarchy would be manipulating sounds and words or manipulating phonemes, but you can start building this foundation in very young kids before they're even exposed to letters. And then the letter knowledge is built on this foundation of phonemic awareness. So it's a core deficit in dyslexia, so it must be systematically taught.

SPEAKER_01 8:03

Well, and I think hearing you talk to Lauren and I about that as educators, we're nodding, like that makes sense. And from a parent perspective who might not be an educator, it's it's important that all of that is explicitly taught, and you can't really assume that your child is going to pick it up unless they have one of those systematic reading approaches.

SPEAKER_02 8:21

Right. If you I mean, roughly 75% of students will pick it up without direct instruction, but that 25%, that's our population that's that's dyslexic, sometimes undiagnosed, but um is dyslexic and needs it. Um and for us as adults, it seems very straightforward. The first sounding cat is a k, but it is not straightforward to very young children or students that struggle with reading.

SPEAKER_01 8:48

Right. And sit with a first grader and and work with them. And you will very quickly wonder like, why is why are they not understanding us? Um, this kind of leads me to our next question, which are what are just some common misconceptions that families might have about dyslexia and dysgraphia?

SPEAKER_02 9:06

Um I think the biggest one is that it can be fixed. Um learning differences can't be fixed. So um a student's always gonna have a learning difference, but they can be treated and they can be minimized, and the student can be taught with the right strategies and the right instructional approach and be very, very successful. Um, but it doesn't go away. We don't fix it and then it goes away. Um I think the other misconception is that they happen in isolation. Um we used to think when we started brain imaging studies, we used to think of the brain as very compartmentalized. So reading happened in one area, and you know, writing speech happened in another area, and now we know that that's not the case. So really they don't happen like when you're reading, there's a lot of short-term memory that's involved, there's language comprehension that's involved. So it involves multiple parts of the brain. Um, and really any cognitive task like reading is going to be is going to involve a lot of executive functioning, which goes into your next guest. But it truly is not just one single part of the brain or one single task or one signal, one single, you know, cognitive function that's happening. It's a it's a multitude of functions that are that need to happen very effectively at the same time.

SPEAKER_00 10:37

Right. Yeah, I think that lifelong piece of what you're saying is so important. And as we're thinking about families and uh families that are maybe listening, that are navigating um learning differences at home, specifically for this this episode, dyslexia and dysgraphia, how um could they better support their children at home? Um, assuming they have sought out a program that would be that structured literacy and giving them the support they need, are there other things that families can be doing that would be helpful?

SPEAKER_02 11:10

Um yeah, the first thing I was gonna say is the diagnosis. Yes. So um, so yes, there's a lot of things that families can do at home. Um partner with the school is number one. Um talk to the teacher, let the teacher know if your child is struggling, um, but partner with the school, create as much consistency and routine as you can for your student, uh, support support them as they're doing their homework. Um, know that they may need you to just kind of sit there and just be there. Um and I would say uh celebrate or prioritize the effort, um, more so than the grade, um, but the effort that the child is putting in and just how hard this work is. Um, so not so much the grade, but support and prioritize their effort, I would say. Because the most important thing is progress and development. Yes.

SPEAKER_01 12:05

And finally, what would you want families to feel hopeful about when their child is identified with a learning difference like dyslexia or dysgraphia?

SPEAKER_02 12:14

I think um there's a lot to feel hopeful for because students with uh written language diagnoses are very capable, they're very unique, they have unique talents and strengths that um other students might not have. Um they can be taught to learn, they can learn to read and write. Like that's something that they can be taught, but some of these other gifts and talents they have cannot be taught. Um, so there's a lot to be hopeful for. Um, and you know, in the younger grades, school may be hard for these kids, but when they get into the older grades, their strengths and talents are going to become more impactful in their life and more important. Um and that is is going it's going to come out how unique they are. So there's a lot to be hopeful for. I mean, they can be taught. The only reason why kids struggle with reading and writing in our language really is because of the orthography or the um written the rules of written language um and the phonology of our language. Um so there's nothing wrong with them. Right. It's just they are processing things differently. Um so there's a lot. There's a lot to be hopeful for. Yes.

SPEAKER_00 13:31

We are so thankful that you were here and thank you for sharing your knowledge about dyslexia and dysgraphia and the work that you do every day to help the students at PHPS grow and their needs. And we are just always so happy to have you on the podcast.

SPEAKER_02 13:47

Well, thank you, and thank you for what you two do as well. So thank you.

SPEAKER_01 13:53

Thank you. And thank you to our listeners for joining us. Stay tuned for our next episode in our Learning Difference series, where Dr. Alita Owens with the Hausen Center will join us to talk about learning differences that impact math, visual spatial processing, and working memory.

SPEAKER_02 14:15

P H P S Difference.