Definitions of Dyslexia
‘a specific learning difficulty which mainly affects the development of literacy and language related skills. It is likely to be present at birth and to be life-long in its effects. It is characterised by difficulties with phonological (speech sound) processing, rapid naming, working memory, processing speed, and the automatic development of skills that may not match up to an individual’s other cognitive abilities. It tends to be resistant to conventional teaching methods, but its effects can be mitigated by appropriately specific intervention, including the application of information technology and supportive counselling.’
The British Dyslexia Association (2008)
‘one of a range of specific learning difficulties (SpLD). Primarily, the skills involved in accurate and fluent word reading and spelling are affected. The characteristic features of dyslexia are difficulties in phonological awareness (speech sound processing), 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.’
Identifying and Teaching Children and Young People with Dyslexia and Literacy Difficulties: An independent report from Sir Jim Rose to the Secretary of State for Children, Schools and Families June 2009.