What is Dyslexia?

The Dyslexia Association adopts the Rose (2009) definition of dyslexia:

Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling. Characteristic features of dyslexia are difficulties in phonological awareness, verbal memory and verbal processing speed. Dyslexia occurs across the range  of intellectual abilities. It is best thought of as a continuum, not a distinct category, and there are no clear cut-off points. Co-occurring difficulties may be seen in aspects of language, motor coordination, mental calculation, concentration and personal organisation, but these are not, by themselves, markers of dyslexia. A good indication of the severity and persistence of dyslexic difficulties can be gained by examining how the individual responds or has responded to well-founded intervention.

In addition to this the British Dyslexia Association (BDA) acknowledges the visual and auditory processing difficulties that some individuals with dyslexia can experience, and BDA points out that dyslexic readers can show a combination of abilities and difficulties that affect the learning process. Some also have strengths in other areas, such as design, problem solving, creative skills, interactive skills and oral skills. (BDA, 2010)

 

  • Dyslexia is one of a family of Specific Learning Difficulties.
  • Many people who have dyslexia have strong visual, creative and problem solving skills.
  • Dyslexia is not linked to intelligence but can make learning difficult.
  • Dyslexia is a life-long condition which has a substantial effect on an individual’s day to day activities and is classed as a disability under the Equality Act 2010.
  • Dyslexia varies from person to person and no two people will have the same set of strengths and weaknesses.
  • It often co-occurs with related conditions, such as dyspraxia, dyscalculia and attention deficit disorder.
  • Dyslexic individuals often have difficulty processing and remembering information