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What is dyslexia?

Dyslexia is a learning difference which primarily affects reading and writing skills. However, it does not only affect these skills. Dyslexia is about information processing. Dyslexic people may have difficulty processing and remembering information they see and hear, which can affect learning and the acquisition of literacy skills. Dyslexia can also impact on other areas such as organisational skills. 

Dyslexia is a combination of abilities as well as difficulties. It is the disparity between them that is often the give-away clue. A dyslexic learner, despite certain areas of difficulty, may be orally very able and knowledgeable, creative, artistic, or sporting. Alongside these abilities will be a cluster of difficulties - these will be different for every person. Dyslexia can co-occur with other learning difficulties, usually runs in families and is a life-long condition. 

There are positives to thinking differently. Many dyslexic people show strengths in areas such as reasoning and in visual and creative fields. 

Signs of dyslexia

Not all dyslexic individuals will present the same abilities and challenges. Dyslexia exists on a continuum ranging from mild to severe, and is different for everyone. Difficulties may not be noticed in the early years particularly with bright children who may be unconsciously compensating for their difficulties. Symptoms may change over the years depending on the environment and the demands made on the child as they move through school and are required to cope with the increased demands of the curriculum.

 

It is important to remember that dyslexia is not only a difficulty with reading and spelling. Recent definitions highlight difficulties with memory, organization, speed of processing and word retrieval. It is also recognised that people with dyslexia often have co-occurring difficulties such as dyspraxia or ADHD. Often the symptoms may look similar. 

Each person with dyslexia will experience the condition in a way that is unique to them. As such, each person will show a unique set of strengths and challenges. However, if you know what to look for, there are common signs that can help you to identify whether the difficulties being experienced are consistent with a dyslexic profile. In such cases, further investigation could be beneficial.

The British Dyslexia Association has recently published a guide for parents of children with dyslexia, which you might find helpful. You can download it here.

primary
school age

General signs 

  • Poor concentration and organization 

  • Difficulty following/remembering more than one instruction at a time 

  • Forgetting words 

  • Clumsiness

 

Written work 

  • Low standard of written work compared with oral ability 

  • Written work can appear messy with many crossings out  

  • May become confused by letters which look similar (b/d, p/g, p/q, n/u) 

  • May spell the same word differently in one piece of writing

  • May rearrange the letters of a word e.g. tired for tried, bread for beard 

  • Poor pencil grip 

 

Reading 

  • Slow reading progress 

  • Finds it difficult to blend letters together 

  • Has difficulty with dividing words into syllables  

  • Hesitant and effortful reading, especially when reading aloud 

  • Misses out words when reading, or adds extra words 

  • Loses the point of a story being read or written 

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

A cluster of these difficulties alongside areas of ability may point to possible dyslexia and further investigation is recommended. 

secondary
school age

General signs

  • Is easily distracted, may find it difficult to remain focused on the task 

  • Has difficulties processing information at speed 

  • Misunderstands complicated questions 

  • Finds holding a list of instructions in memory difficult, although can perform all tasks when told individually 

  • Has difficulty in learning foreign languages 

  • Low self-esteem

  • Prone to exam stress

 

Written work 

  • Poor written work compared to oral ability 

  • Persistent spelling difficulties

  • Difficulty with punctuation and/or grammar 

  • Difficulty starting and finishing written work on time 

  • Writing can lack coherence and structure 

  • Difficulty copying from the board 

  • Problems with legibility and speed of handwriting 

 

Reading 

  • Difficulty in getting the main idea in a passage

  • Does not like reading aloud

  • Poor skimming and scanning skills

  • Poor reading speed and/or fluency

  • Misinterpreting examination questions

  • Finds it difficult to cope with heavier reading demands

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