What is dyslexia?
Dyslexia is a learning difference which primarily affects reading and writing skills. However, it does not only affect these skills. Dyslexia is actually about information processing. Dyslexic people may have difficulty processing and remembering information they see and hear, which can affect learning and the acquisition of literacy skills. Dyslexia can also impact on other areas such as organisational skills.
It is important to remember that there are positives to thinking differently. Many dyslexic people show strengths in areas such as reasoning and in visual and creative fields.
Definition of dyslexia
In 2009, Sir Jim Rose’s report on ‘Identifying and Teaching Children and Young People with Dyslexia and Literacy Difficulties’ gave the following 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 co-ordination, 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.’
Signs of dyslexia
There is a misconception that dyslexia just affects the ability to read and write. If this were true, it would be much easier to identify. In fact dyslexia can have an affect on areas such as coordination, organisation and memory.
Each person with dyslexia will experience the condition in a way that is unique to them and as such, each will have their own set of abilities and difficulties.
However, if you know what to look for, there common signs that can help you to identify whether the difficulties being experienced could be indicative of dyslexia and would suggest that further investigation could be beneficial.
To find out more about the signs of dyslexia visit the relevant page:
Things to consider
Dyslexia is a neurological difference and can have significant educational implications. It usually runs in families and is a life-long condition.
The first symptom noticed is usually a literacy difficulty. However, features of dyslexia also include memory and information processing skills and these will be considered when assessing for dyslexia. A psychologist or specialist dyslexia teacher will ask for information about the following factors which may influence the diagnosis of dyslexia. A checklist or screening test will not take these factors into account.
Birth history
Were there any problems before, during or after birth e.g. a premature birth?
Family history
Are others in the family dyslexic? There is usually a genetic factor in developmental dyslexia, although other family members may have varying symptoms and severity.
Educational history
Are there any factors such as school attendance which need to be considered? Has school put in place support for other Special Educational Needs? To what extent has it helped?
General health
Have there been any long illnesses resulting in school absence? Could there be any undiagnosed conditions, e.g. mild epilepsy or petit mal, which may look like inattention and gaps in learning? A physical injury or a stroke may indicate acquired dyslexia.
Vision
Does the child/adult lose their place when reading or reverse letters or words? Do they appear to be sensitive to light or describe blurring text or moving letters? A vision test in school is not sufficient to identify visual difficulties associated with dyslexia. If visual difficulties are suspected, a full sight test must be carried out by an optometrist.
Hearing
Has hearing been checked? As a young child, did they have 'glue ear' which may have hindered auditory perception of sounds in words?
Speech and language
Have there been delays or deficits in speech and language development? This includes pronunciation of words, vocabulary development, complexity of spoken language and understanding of language heard. Your GP may suggest a referral to a speech and language therapist.
For more information visit www.afasic.org.uk
Is English the first language at home? If not, this could have implications for test results, even for visual/spatial aspects of cognitive ability for which oral instructions are given.
Co-ordination
Is the child/adult clumsy or accident-prone? Does this affect gross and fine motor movements? Can they anticipate the movements of others, e.g. in team games?
Difficulties with self-care, writing and play may be symptoms of dyspraxia which is also known as Developmental Coordination Disorder (DCD) and referral to an occupational therapist may be advisable.
For more information visit the Dyspraxia Foundation website.
Attention and self-esteem
Staying focused and paying attention can be difficult for those with dyslexia. Being restless or fidgety, talking a lot and interrupting, being easily distracted and finding it hard to concentrate are also symptoms of Attention Deficit Disorder (ADD) or Attention Deficit Hyperactivity Disorder (ADHD).
For more information visit the ADHD Foundation
Dyslexia can result in significant loss of self-esteem and low self-confidence. Grooops is a charity which offers support to those suffering the emotional repercussions of dyslexia. For more information visit www.grooops.org
Communication/relationships
Does the child/adult have difficulty making eye-contact, communicating and making relationships, and showing appropriate behaviour? Is there a tendency towards some aspect of autism?
For further information, visit the National Autistic Society website.
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