top of page

What is dyslexia? 

Two boys happily reading

International Dyslexia Association (IDA Definition

The IDA defines dyslexia as: 

 

a specific learning disability (it doesn't affect all learning)

​

that is neurobiological in origin (to do with the brain function)

​

It is characterized by difficulties with

  • accurate and/or  (people don't read accurately)

  • fluent word recognition  (or may read accurately but slowly)

and by

  • poor spelling and  (have trouble spelling)

  • decoding abilities. (trouble linking letters to sounds to speech ie saying what they see)

​​

These difficulties typically (not always) result from

  • a deficit in the phonological  component of language (knowing the rules for "sounding out" words)

  • that is often unexpected in relation to other cognitive abilities (they may be good at other things)

  • and the provision of effective classroom instruction (is a problem even with good teaching).

​

Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.”

​

Because they dont read much, vocabulary and general information may be poor.

​

Take home:

The IDA definition is the most common used in Australia and by Dyslexia Associations.

​​

This definition doesn't give much information it on how someone can be helped except through more teaching of reading even though they say Dyslexia is ongoing despite good teaching.

​

Another definition

British Dyslexia Association  Definition

Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling (a person with Dyslexia has problems with reading accurately and/or fast and has problems with spelling - same as IDA definition).

 

Characteristic features of dyslexia are difficulties in

  • phonological awareness, (the awareness of speech sounds, parts of words and rhymes)

  • verbal memory and (able to break a spoken words into parts, store that information and find it later to speak). 

  • verbal processing speed. (how quickly you can respond to what you hear)

 

Dyslexia occurs across the range of intellectual abilities (people of all abilities can have dyslexia)

​

It is best thought of as a continuum, not a distinct category, and there are no clear cut-off points. (Dyslexia can range from mild to severe)

 

Co-occurring difficulties may be seen in aspects of (People with dyslexia may also have problems with)

  • language,

  • motor co-ordination, (getting the muscles to work together for eg handwriting.  

  • mental calculation, (eg doing arithmetic "in your head")

  • concentration and (paying attention)

  • personal organisation, (getting things done)

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.

(Dyslexia is more severe if it continues even after good intervention) 

​

In addition to these characteristics, the British Dyslexia Association (BDA) acknowledges the

  • visual and (way the brain processes what the person sees)

  • auditory processing (way the brain processes what the person hears)

       difficulties that some individuals with dyslexia can experience,

and points out that dyslexic readers can show a combination of abilities and difficulties that affect the learning process (dyslexia is not the same for everyone)

Some also have strengths in other areas, such as design, problem solving, creative skills, interactive skills and oral skills.

BDA (2010)

Take Home...

​

Dyslexia

  • is more than reading and writing skills

  • is actually about information processing

 

This definition

  • includes strengths of those with Dyslexia.

  • ​provides a wider basis for support and intervention!!!​

​

Yeah!!! We're proud that that's what we've been about for at least the past 30 years!
On Target
Group of cheering people

​

.​We've helped

  • aim for promotion or further study 

  • succeed in exams

  • catching up with their peers,

 

Whether you are concerned about dyslexia, ADD, ASD, there is  much common neurobiology, so you are wondering whether this is right for you or your child, talk with us. 

bottom of page