Definitions of Dyslexia | DyslexiaClinics

What is dyslexia?
Different definitions, different meanings!!

International Dyslexia Association (IDA Definition

The IDA defines dyslexia as:

a specific learning disability (it doesn't affect all learning)

that is neurobiological in origin (to do with the brain function)

It is characterized by difficulties with

accurate and/or (people don't read accurately)
fluent word recognition (or may read accurately but slowly)

and by

poor spelling and (have trouble spelling)
decoding abilities. (trouble linking letters to sounds to speech ie saying what they see)

These difficulties typically (not always) result from

a deficit in the phonological component of language (knowing the rules for "sounding out" words)
that is often unexpected in relation to other cognitive abilities (they may be good at other things)
and the provision of effective classroom instruction (is a problem even with good teaching).

Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.”

Because they dont read much, vocabulary and general information may be poor.

Take home:

The IDA definition is the most common used in Australia and by Dyslexia Associations.

While this definition acknowledges the biological basis of dyslexia, and refers to "other cognitive abilities" it focuses exclusively on the remediation of observed behaviour. While teaching using systematic, multisensory and phonological approach (essential and effective for beginning readers) helps many individuals improve in reading, many do not improve.

And here is the problem.

Dyslexia is defined as being an ongoing reading problem despite effective instruction/ teaching, so unless wave 2 and 3 interventions in schools provide more than explicit instruction, they are not dealing with Dyslexia.

My understanding:

those who improve significantly using phonological training alone as above probably had poor reading instruction, an environmental issue, rather than a specific cognitive level problem.

schools have (at least in the past) not considered remediation in "other cognitive abilities" because the definition tends to assume that they are good.

Hopefully with younger children entering school in South Australia, more emphasis will be given to fun development of the "other cognitive areas" with them.

Another Perspective

British Dyslexia Association Definition

Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling (a person with Dyslexia has problems with reading accurately and/or fast and has problems with spelling - same as IDA definition).

Characteristic features of dyslexia are difficulties in

phonological awareness, (the awareness of speech sounds, parts of words and rhymes)
verbal memory and (able to break a spoken words into parts, store that information and find it later to speak).
verbal processing speed. (how quickly you can respond to what you hear)

Dyslexia occurs across the range of intellectual abilities (people of all abilities can have dyslexia)

It is best thought of as a continuum, not a distinct category, and there are no clear cut-off points. (Dyslexia can range from mild to severe)

Co-occurring difficulties may be seen in aspects of (People with dyslexia may also have problems with)

language,
motor co-ordination, (getting the muscles to work together for eg handwriting.
mental calculation, (eg doing arithmetic "in your head")
concentration and (paying attention)
personal organisation, (getting things done)

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.

(Dyslexia is more severe if it continues even after good intervention)

In addition to these characteristics, the British Dyslexia Association (BDA) acknowledges the

visual and (way the brain processes what the person sees)
auditory processing (way the brain processes what the person hears)

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 (dyslexia is not the same for everyone)

Some also have strengths in other areas, such as design, problem solving, creative skills, interactive skills and oral skills.

BDA (2010)

Take Home...

This definition emphasises that

dyslexia is more than reading and writing skills
dyslexia is actually about information processing
there is a varying combination of abilities and difficulties

This definition includes more aspects of cognitive levels and includes strengths of those with Dyslexia.

It provides a wider basis for support and intervention!!!

And that's what we've been about for at least the past 30 years and more specifically the last 17 years.

Adults..

We're proud to have been on target providing

brain training, cognitive and
specific support for processing issues to help learners.

We've worked with individuals

hesitant to aim for promotion or further study for fear
of not being able to cope with the reading and paperwork.
worried about final years exams
just starting school already "behind" their peers,