What is Dyslexia?
Dyslexia is a specific learning difficulty (SpLD) and is a genetic life-long neurological condition for about 10% of the UK population. The Rose Review conducted by Jim Rose (2006) states that Dyslexia affects the skills involved in accurate and fluent reading and spelling with additional difficulties in phonological awareness, verbal memory and verbal processing speed. Furthermore, dyslexia is a continuum, occurring across a range of disabilities and can co-occur with other impairments in language, motor-coordination, mental calculations, concentration and organisational skills.
The Delphi Dyslexia Study (2024) aimed to establish areas of consensus among a wide range of experts regarding the definition of dyslexia. By reducing confusion and misinformation, this study sought to provide clarity on how dyslexia should be defined. Notably, the proposed definition identifies similar underlying cognitive indicators of dyslexia and acknowledges its impact on individuals.
Importantly, anyone previously diagnosed under the previous definition would continue to meet the criteria for a diagnosis under the new proposed definition. The study’s findings are still being reviewed as part of the academic research process.
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Nature
The nature and developmental trajectory of dyslexia depends on multiple genetic and environmental influences.
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Manifestation
Dyslexia is a set of processing difficulties that affect the acquisition of reading and spelling. The most commonly observed cognitive impairment in dyslexia is a difficulty in phonological processing (i.e. in phonological awareness, phonological processing speed or phonological memory). However, phonological difficulties do not fully explain the variability that is observed. Working memory, processing speed and orthographic skills can contribute to the impact of dyslexia.
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Impact
In dyslexia, some or all aspects of literacy attainment are weak in relation to age, standard teaching and instruction, and level of other attainments. Across languages and age groups, difficulties in reading and spelling fluency are a key marker of dyslexia.
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Variance and co-occurrence
Dyslexic difficulties exist on a continuum and can be experienced to various degrees of severity. Dyslexia can affect the acquisition of other skills, such as mathematics, reading comprehension or learning another language. Dyslexia frequently co-occurs with one or more other developmental difficulties, including developmental language disorder, dyscalculia, ADHD, and developmental coordination disorder
Strength - based Learning
All pupils are individuals who have their own strengths and difficulties. Ask yourself the following what are the strengths of your child's learning strategies? How efficient are they and how conscious are they of them?
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Learners with dyslexia may have the following strengths:
‘Big picture’ thinking with a holistic way of working
Good verbal skills
‘Out of the box’ creative thinking
Visual thinking style and visualization
Keen senses
Sociable
What should you do next if you have concerns about your child's learning?
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Talk to your child's teacher and ask for advice from the school's SENCO.
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Talk to your child and gain insight into their learning and how they view themselves as a learner.
If appropriate, your child may benefit from assessment to establish strengths and weaknesses. This will guide teaching approaches in class and interventions.
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