Dyslexia South West

There are a number of different definitions and descriptions of dyslexia, which may be appropriate for certain contexts or purposes. 

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The British Dyslexia Association has the following definition of Dyslexia: 

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 'Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling.

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• 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.'

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In addition to these characteristics, the BDA acknowledges the visual and auditory processing 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.  Some also have strengths in other areas, such as design, problem solving, creative skills, interactive skills and oral skills."

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In October 2007, the BDA Management Board approved the following definition:

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'Dyslexia is a specific learning difficulty that mainly affects the development of literacy and language related skills.  It is likely to be present at birth and to be life-long in its effects.  It is characterised by difficulties with phonological processing, rapid naming, working memory, processing speed, and the automatic development of skills that may not match up to an individual's other cognitive abilities.

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It tends to be resistant to conventional teaching methods, but its effect can be mitigated by appropriately specific intervention, including the application of information technology and supportive counselling.'

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BDA (2007)