What is Dyslexia?

The British Psychological Society, 1999, defines Dyslexia as
“evident when accurate and fluent word reading and/or spelling develops very incompletely or with great difficulty, despite appropriate learning opportunities – that is learning opportunities which are effective for the great majority of children”.

The Rose Report by Sir Jim Rose (June 2009) identified the following working 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.

Dyslexia SpLD Working Group 2005/DfES Guidelines

This group was formed to clarify what would constitute acceptable evidence of SpLD in order to qualify for the Disabled Student Allowances (DSA).

It defined dyslexia as:

A combination of abilities and difficulties; the difficulties affect the learning process in aspects of literacy and sometimes numeracy. Coping with required reading is generally seen as the biggest challenge at Higher Education level due in part to difficulty in skimming and scanning written material. A student may also have an inability to express his/her ideas clearly in written form and in a style appropriate to the level of study. Marked and persistent weaknesses may be identified in working memory, speed of processing, sequencing skills, auditory and/or visual perception, spoken language and motor skills. Visuo-spatial skills, creative thinking and intuitive understanding are less likely to be impaired and indeed may be outstanding. Enabling or assistive technology is often found to be very beneficial.

How Psychology.im can help

For Children:
If your child is having difficulty then a professional assessment may help you in deciding upon a way forward.
If he or she is having difficulty at school, or if you feel that school is not providing enough support, then a professional assessment may help you in discussing matters with your child’s teacher, head teacher or Special Needs Coordinator (SENCO).
As the opinion is independent you can be assured that the focus is upon your child’s best interests.

For adults:

I f you have always had difficulties but have never been diagnosed, then an assessment may help you get the support you need as a student or at work.

As the opinion is independent you can be assured that the focus is upon your best interests.