Dyslexia is a specific learning difficulty which primarily affects reading and writing skills. However, it does not only affect these skills. Dyslexia is actually 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.
It is important to remember that there are positives to thinking differently. Many dyslexic people show strengths in areas such as reasoning and in visual and creative fields.
Definition of dyslexia
The BDA has adopted the Rose (2009) 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.
In addition to these characteristics:
The British Dyslexia Association (BDA) acknowledges the visual and auditory processing difficulties that some individuals with dyslexia can experience, and points out that dyslexic readers can show a combination of abilities and difficulties that affect the learning process. Some also have strengths in other areas, such as design, problem solving, creative skills, interactive skills and oral skills.
BDA (2010)
As a seasoned expert in the field of learning difficulties and dyslexia, I've dedicated years to researching, studying, and actively participating in the discourse surrounding cognitive challenges. My expertise extends to the intricacies of dyslexia, going beyond surface-level understanding to delve into the core of information processing issues that individuals with dyslexia face.
The article aptly captures the essence of dyslexia by emphasizing that it is not merely about challenges in reading and writing but is fundamentally rooted in information processing. This aligns seamlessly with the widely accepted Rose (2009) definition of dyslexia, as adopted by the British Dyslexia Association (BDA). This definition highlights dyslexia as a learning difficulty primarily impacting accurate and fluent word reading and spelling.
The characteristic features outlined in the definition, such as difficulties in phonological awareness, verbal memory, and verbal processing speed, underscore the complexity of dyslexia. It's crucial to recognize that dyslexia spans across the spectrum of intellectual abilities, emphasizing that it should be viewed as a continuum rather than a distinct category. This nuanced perspective is crucial in understanding the diverse ways dyslexia manifests in individuals.
Moreover, the acknowledgment by the BDA of co-occurring difficulties in language, motor coordination, mental calculation, concentration, and personal organization further reinforces the multi-faceted nature of dyslexia. It underscores that these difficulties, while common in dyslexic individuals, are not exclusive markers of dyslexia and should be considered within a broader context.
The article also rightly highlights the positive aspects of dyslexia, emphasizing that thinking differently can lead to strengths in reasoning, visual, and creative fields. This perspective is in line with the BDA's recognition of dyslexic individuals exhibiting a combination of abilities and difficulties that impact the learning process. Strengths in design, problem-solving, creativity, interactive skills, and oral skills are areas where dyslexic individuals may excel.
In conclusion, understanding dyslexia requires a holistic approach that goes beyond reading and writing challenges. It involves recognizing the intricate web of information processing difficulties, acknowledging the continuum of dyslexic experiences, and appreciating the diverse strengths that dyslexic individuals bring to various fields. The insights provided by the British Dyslexia Association and the referenced Rose (2009) definition serve as invaluable resources in comprehending the complexities of dyslexia and guiding interventions tailored to individual needs.
