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DYSLEXIA

What is dyslexia?

The word ‘dyslexia’ derives from two Greek words; ‘Dys’ meaning ‘lack of’ or ‘difficulty’ and ‘Lexis’ meaning ‘word’. It therefore can be interpreted as “difficulty with words”. It is a common misconception that dyslexia only affects reading and writing. It can also affect verbal communication. I have worked with many individuals who find difficulty in remembering or processing verbal instructions or information which can impact on learning, everyday life and employment. Others find difficulty in expressing themselves both verbally and in writing. Numeracy skills may also be affected.

Dyslexia affects approximately 10% of the population to some degree.

The term dyslexia encompasses a cluster of specific difficulties from mild to severe. The dyslexic child or adult may exhibit some or all of these symptoms. Areas in which there may be weaknesses include:

Auditory short-term (working) memory

Auditory processing

Visual short-term (working) memory

Visual processing

Phonological awareness (the knowledge of sounds relating to different letters and patterns of letters)

Spoken language including problems with word retrieval (difficulty in 'finding' words that you want to use)

Sequencing

Direction/orientation

Concentration

Organisation

Visual stress (Meares-Irlen syndrome)

Motor skills

Concerns are usually voiced by parents, educators, employers or the individuals themselves that they display all or some of these characteristics. Assessment by an Educational Psychologist or suitably qualified Specialist Teacher will confirm a diagnosis of dyslexia.

A detailed diagnosis of the individual’s specific difficulties will enable them to gain an understanding of how dyslexia affects them. From that point, with the help of specialist teaching (and/or specialist advice for adults), coping strategies for life and learning can be devised to help accommodate their strengths and weaknesses. It is then possible to move forward with confidence and optimism.

Although many definitions of dyslexia exist, I have yet to find a more concise definition than the following version given by the British Dyslexia Association:

Dyslexia is a combination of abilities and difficulties that affect the learning process in one or more of reading, spelling and writing. It is a persistent condition. Accompanying weaknesses may be identified in areas of speed of processing, short-term memory, organisation, sequencing, spoken language and motor skills. There may be difficulties with auditory and/or visual perception. It is particularly related to mastering and using written language, which may include alphabetic, numeric and musical notation.

Dyslexia can occur despite normal intellectual ability and teaching. It is constitutional in origin, part of one’s make-up and independent of socio-economic or language background.

Some learners have very well developed creative skills and/or interpersonal skills, others have strong oral skills. Some have no outstanding talents. All have strengths.

I particularly like the last sentence as it is common for dyslexic individuals of all ages to experience low self-esteem and lack of confidence. I have worked with many young (and not so young!) people who feel that they have not been able to reach their full potential or that their strengths and true abilities have not been recognised.

Contacts

British Dyslexia Association

Tel : 0118 966 2677

Helpline : 0118 966 8271

www.bdadyslexia.org.uk

Dyslexia Action

Tel:01784 222300

www.dyslexiaaction.org.uk

NCETM (National Centre for Excellence in the Teaching of Mathematics)

www.ncetm.org.uk

Resources

www.thedyslexiashop.co.uk

www.partnersineducation.co.uk

www.newleafbooks.org.uk

www.dyslexic.com