What is Dyslexia?

Being a ‘poor’ reader is not uncommon. According to the Organisation for Economic Cooperation and Development (OECD, 2016), approximately 20% of 15-year-olds from developed countries are not able to read at a level that allows them to participate effectively in life. One potential explanation for difficulties with word reading and spelling is dyslexia. There is ongoing debate around the term ‘dyslexia’ (see this news report for more information), as some argue that there is no difference between dyslexia and poor reading. However, the BPS (1999) recognise dyslexia is evident when:

 Fluent word reading and/or spelling develops very incompletely or with great difficulty. This focuses on literacy learning at the ‘word level’ and implies that the problem is severe and persistent despite appropriate learning opportunities. It provides the basis for a staged process of assessment through teaching.

Dyslexia is a specific learning disability that has an impact on reading, writing, spelling which in turn has a knock on effect on other areas of the curriculum. In our course, we dive into the impact of dyslexia and look more closely at the characteristics present. Here is a snapshot of the cognitive difficulties present with dyslexia:

• Phonological awareness – this is how we hear, identify and manipulate the sounds in words
• Verbal (phonological) memory – our ability to retain an ordered sequence of verbal material for a short period of time
• Working memory – linked to verbal memory, this is our ability to hold this material and manipulate it (e.g. blending sounds together to make a word)
• Verbal processing speed – how long we take to process familiar verbal information
• Fluency and automaticity – how easily, fluently and fully we develop and master skills

The Division of Educational and Child Psychology Working Party (BPS, 1999) explored many theoretical explanations for dyslexia including hypotheses at the cognitive level (phonological deficit or delay, for example), behavioural level (insufficient learning opportunity or emotional factors, for example) and biological level (genetic differences, for example).

In our course on dyslexia, which you can find here, Specialist Teacher Pasannamati Neal and Educational Psychologist Dr. Gary Lavan explore further what dyslexia is, and guide you through systematically identifying and supporting pupils with literacy difficulties in educational settings. The course recognises that the ‘signs’ may be different in different age groups, and therefore provides a comprehensive checklist of common characteristics for each age phase.

References

British Psychological Society. Division of Educational Child Psychology. (1999). Dyslexia, literacy and psychological assessment. British Psychological Society.