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What is dyslexia?

A common definition of dyslexia is that it is a language-based learning disability. Dyslexia refers to a cluster of symptoms, which result in people having difficulties with specific language skills, particularly reading. Students with dyslexia usually experience difficulties with other language skills such as spelling, writing, and pronouncing words. The Dyslexic Association of Canada states that dyslexia is neurological in nature, and affects a persons ability to decode language. It is not seeing letters and/or words backwards; dyslexia makes reading an extremely laborious and exhausting process (IDA). 

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"Dyslexia takes away an individual’s ability to read quickly and automatically, and to retrieve spoken words easily, but it does not dampen their creativity and ingenuity.”

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Why is this narrow definition of dyslexia problematic? Because it is entrenched in deficit. Yes, dyslexic brains are wired differently, affecting decoding, encoding, and working memory, BUT these wiring differences also lead to cognitive advantages (some examples are advanced spatial ability, lateral thinking, and powerful visual memory). Historically, it was considered problematic if something diverged from the prescribed norm. However, through comprehensive research, we have started to realize that dyslexia may be a form of giftedness (Eide, 2011). 

 

Unfortunately, the antiquated school system fails to teach these children correctly. Dyslexic children require structured literacy, multi-sensory instruction, summative assessments, and explicit instruction, which are ideal teaching strategies for all learners (Eide, 2011).

Signs and Symptoms...

General signs to look for are:

  • Speed of processing: slow spoken and/or written language

  • Poor concentration

  • Difficulty following instructions

  • Forgetting words

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Written work:

  • Poor standard of written work compared with oral ability

  • Produces messy work with many crossings out and words tried several times, e.g. wippe, wype, wiep, wipe

  • Confused by letters which look similar, particularly b/d, p/g, p/q, n/u, m/w

  • Poor handwriting with many ‘reversals’ and badly formed letters

  • Spells a word several different ways in one piece of writing

  • Makes anagrams of words, e.g. tired for tried, bread for beard

  • Produces badly set-out written work, doesn’t stay close to the margin

  • Poor pencil grip

  • Produces phonetic and bizarre spelling: not age/ability appropriate

  • Uses unusual sequencing of letters or words

 

Reading

  • Slow reading progress

  • Finds it difficult to blend letters together

  • Has difficulty in establishing syllable division or knowing the beginnings and endings of words

  • Unusual pronunciation of words

  • No expression in reading, and poor comprehension

  • Hesitant and laboured reading, especially when reading aloud

  • Misses out words when reading, or adds extra words

  • Fails to recognise familiar words

  • Loses the point of a story being read or written

  • Has difficulty in picking out the most important points from a passage

 

Numeracy

  • Confusion with place value e.g. units, tens, hundreds

  • Confused by symbols such as + and x signs

  • Difficulty remembering anything in a sequential order, e.g. tables, days of the week, the alphabet

 

Time

  • Has difficulty learning to tell the time

  • Poor time keeping 

  • Poor personal organisation

  • Difficulty remembering what day of the week it is, their birth date, seasons of the year, months of the year

  • Difficulty with concepts – yesterday, today, tomorrow

 

Skills

  • Poor motor skills, leading to weaknesses in speed, control and accuracy of the pencil

  • Memory difficulties e.g. for daily routines, self-organisation, rote learning

  • Confused by the difference between left and right, up and down, east and west

  • Indeterminate hand preference

  • Performs unevenly from day to day

 

Behaviour

  • Uses work avoidance tactics, such as sharpening pencils and looking for books

  • Seems ‘dreamy’, does not seem to listen

  • Easily distracted

  • Is the class clown or is disruptive or withdrawn 

  • Is excessively tired due to amount of concentration and effort required

 

A cluster of these indicators alongside areas of ability may suggest dyslexia and further investigation may be required.

Provided by British International Dyslexia Association

 

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