What is Dyslexia?

Dyslexia – from the Greek ‘dys-’, meaning difficulty with, and ‘-lexis’, meaning words or language – is often referred to as a ‘specific learning difficulty’, meaning that it is not an all-round learning problem, but a particular difficulty at the word level.

Dyslexia occurs across the range of intellectual abilities and affects approximately 10% of individuals to varying degrees, dyslexia is defined primarily by a lack of phonological awareness which underpins the learning of literacy skills. It is a difficulty with words involving reading, spelling, writing and number work, and can also involve difficulty with remembering and sequencing information, word finding, organisation and coordination. Many individuals will have significant strengths in other areas. Dyslexia may co-exist with other specific learning difficulties such as dyspraxia and ADHD [for which a medical diagnosis is required]. The Equality Act 2010 recognises dyslexia as a disability. 

Learners with dyslexia often have weaknesses in short-term memory, sequencing, speed of processing, auditory skills and organisation. Some have enhanced functioning in areas such as visual/spatial skills and creativity, often displaying talent in other areas such as the arts or sport.

Dyslexia has a physiological basis. Research indicates neurological differences, which generally affect the left hemisphere of the brain that deals with language and sequential processing. Brain imaging shows that learners with dyslexia use different parts of the brain for reading than individuals without dyslexia. Some dyslexics tend to use memorise sight words and visual cues, rather than using letter/sound knowledge to ‘sound out’ words. Others have difficulty recognising whole words they may have encountered before. This can become evidence during early reading development or at times does not display until learners become older and experience more complex texts. 

The most commonly observed symptom of dyslexia is a difficulty in identifying and manipulating sounds in words. Due to difficulties with processing, the sounds of the language have not been sufficiently imprinted on the language centres in the left hemisphere of the brain. Difficulties are subsequently experienced in linking letters to sounds, and in correctly sequencing sounds in words, for writing and spelling.

Dyslexia occurs on a range, in individuals from all ethnic and socio-economic groups, in all languages, and across all ability ranges. Males and females are affected equally, although females may develop better coping strategies that make identification less frequent.

Approximately 10% of the population are dyslexic, which is as many as 6 million people in the UK, or 2-3 children in every classroom.

In relation to dyslexic learners’ ability, they may demonstrate a clear verbal understanding of concepts but experience unexpected difficulty when it comes to transferring their knowledge onto paper. They may continue to have ‘persistent’ difficulties in certain areas despite quality learning opportunities which have helped others with apparently similar needs. Self-esteem may suffer with reduced motivation and sometimes behaviour problems.

However, it is important to remember that learners with dyslexia can achieve as well as anyone else when identified and given the right support!

General indicators of Dyslexia

Each individual with dyslexia will show a different pattern of strengths and weaknesses that affect their acquisition of literacy skills.

Family history is significant as dyslexia is often inherited and runs in families. Some individuals with learning difficulties of a dyslexic nature may experience additional co-occurring difficulties [some of which require a medical diagnosis]. It is important to first check that there are no problems with vision and hearing affecting performance.

The following is a guide to some of the indicators of dyslexia that may occur at different developmental phases. Appropriately qualified specialist teachers and psychologists can carry out full diagnostic dyslexia assessments. Screening tests can be carried out by teachers in schools, or privately, before referrals are made for more in-depth assessment by a suitably qualified practitioner.

  • Delayed speech development;

    Poor expressive language in naming familiar things like ‘table’ or ‘chair’;

    Poor rhyming skills;

    Difficulty in clapping a simple rhythm;

    Enjoys being read to, but has little interest in/difficulty learning letters or words;

    Continuing difficulties in getting dressed and putting shoes on the correct feet;

    Problems with catching, kicking or throwing a ball or with hopping or skipping;

    Signs of not paying attention.

  • Poor sound awareness;

    Has trouble learning nursery rhymes or songs;

    Difficulty with sequences such as days of the week or the alphabet;

    Difficulty with phonics and learning the letter to sound rules;

    Lacks skills to read unknown words;

    Confusion of similar letters like p and q, w and m;

    Difficulty in copying letters/words;

    Difficulties carrying out three instructions in sequence;

    Poor sense of direction and confuses left and right;

    Difficulty tying shoe laces and dressing;

    A discrepancy between receptive and expressive language;

    Short-term memory limitations, for instance, finding it hard to remember classroom instructions, times tables, etc.

  • Appears verbally bright and able, often artistic and creative, but written work doesn’t reflect this;

    Slow, hesitant, laboured reading;

    Reluctant and nervous with reduced accuracy when reading aloud;

    Poor skills for reading new/unknown words;

    Often reads a word, then fails to recognise it further down the page;

    Loses place in text; may skip or re-read lines;

    Difficulties in saying multi-syllable words;

    Efforts so concentrated on reading words, that the meaning may be lost;

    Letters and numbers persistently written the wrong way round, e.g. 12 for 21, b for d, no for on;

    Confusion of similar letters resulting in bizarre spelling;

    Confusion between upper and lower case letters, and concepts of letter name and sound;

    Phonetic or non-phonetic spelling;

    Spells the same word several different ways in a piece of writing;

    Has heavy and laborious handwriting; pen/pencil control and writing is not cursive (joined);

    Difficulty copying information from the board (vertical plane) onto paper (horizontal plane);

    Poor concentration and attention skills;

    Difficulty with mental arithmetic or learning times tables;

    Confusion with maths symbols + – x, maths vocabulary, time, sequence;

    Confuses left and right;

    Needs more time than other students to complete homework or classwork;

    Disorganised and often forgets to bring correct equipment;

    Experiences frustration, stress and low self-esteem for learning;

    Has good and bad days;

    Extra efforts result in excessive tiredness after a day at school.

  • Poor reading fluency;

    Misreading which may affect comprehension;

    Only reads when necessary and never for pleasure;

    Slow speed of writing;

    Poor organisation and expression in written work;

    Finds it difficult to listen and take notes simultaneously;

    Difficulty with planning and writing essays, letters or reports;

    Difficulty reading and understanding new terminology;

    Quality of work is erratic;

    Difficulty in revising for examinations;

    Difficulty remembering times tables and formulae;

    Need to have instructions repeated;

    Poor written communication to convey knowledge and understanding in examinations;

    Memory difficulties which affect the marshalling of facts effectively in exams;

    Difficulties increase under time constraints;

    Effort put in does not reflect performance or results;

    Forgets names and factual information, even when familiar;

    Forgetful of things such as a personal PIN or telephone number;

    Difficulty in meeting deadlines;

    Poor personal organisation (finances/household, arrives at lessons with the wrong books, forgets appointments);

    Difficulty with filling in forms or writing cheques;

    Develops work avoidance tactics to disguise difficulties and/or worries about being promoted/taking professional qualifications;

    Obvious good or bad days, for no apparent reason.