“Dyslexia is a specific learning disability that is neurobiological in origin. It is characterised by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.”
Adopted by the IDA Board of Directors, Nov. 12, 2002. Learn more about this definition: Definition Consensus Project.
Dyslexia is a language based learning disability. Dyslexia refers to a cluster of symptoms, which result in students having difficulties with specific language skills, particularly reading. Students with dyslexia usually experience difficulties with other language skills, such as spelling, writing, and pronouncing words. Dyslexia affects individuals through out their lives, however, its impact can change at different stages in a person’s life.
Most people with dyslexia have been found to have problems with identifying the separate speech sounds within a word and all learning how letters represent those sounds, a key factor in their learning reading difficulties. Dyslexia is not due to lack of intelligence or desire to learn with appropriate teaching methods students with dyslexia can learn successfully.
The impact that dyslexia has is different for each person and depends on the severity of the condition and the timeliness and effectiveness of instruction or remediation. The core difficulty involves word recognition and reading fluency, spelling, and writing. Some students with dyslexia manage to learn early reading and spelling tasks, especially with excellent instruction, but later experience the most debilitating problems when more complex language skills are required, such as grammar, understanding textbook material, and writing essays. Students with dyslexia can also have problems with spoken language, even after they have been exposed to excellent language models in their homes and high-quality language instruction in school they might find it difficult to express themselves clearly, or to fully comprehend what others mean when they speak. Such language problems are often difficult to recognise, but they can lead to major problems in school, in the workplace, and in relating to other people.
It is crucial to be able to recognise the signs and symptoms of dyslexia. The earlier the child is evaluated, the sooner he or she can obtain the appropriate instruction and adjustments he or she needs to succeed in school.
“A must read for parents, educators, and people with dyslexia.” Gordon F. Sherman, Ph.D., Past-President International Dyslexia Association.
This third revised and expanded edition published in 2010 contains added information to help with the mental techniques for orientation and attention focus.
For over 25 years, Thomas G. West has been a leading advocate for the importance of visual thinking, visual technologies and the creative potential of individuals with dyslexia and other learning differences.
