What is Dyslexia

How we learn has nothing to do with how brilliant we are... (Henry Winkler)

What is Dyslexia?

Dyslexia is a complex learning difference that is not related to intelligence, in fact many people with dyslexia are very bright.

Dyslexia is essentially a difficulty with words or language, usually involving reading, spelling and writing. However, it can impact other areas such as maths, organisation or co-ordination.

It is the most common cause of reading, spelling and writing difficulties in the classroom, 1 in every 10 people are thought to have it. Some statistics believe it is closer to 1 in 5 people.

Dyslexia is different for everyone because everyone is unique. Some people may just be slowed down when reading and/or writing while others may have real difficulty learning to read and/or write. Understanding your own difficulties helps you to find the best support.

It is a neurological condition which affects the way the brain processes words and sounds. It can also affect other areas such as memory, sequencing and organisation.

Dyslexia often runs in families.

Dyslexia can have a real impact on a person’s self-esteem and self-worth.

Writing can also be affected. Some people with dyslexia can provide an excellent answer verbally but have real difficult writing their answer down on paper.

It may co-exist with other specific learning difficulties (SpLD’s) such as ADHD, dyspraxia, dyscalculia or speech and language difficulties.

Indicators of Dyslexia

Helping you decide when an assessment may be merited.

Everyone is unique and may experience dyslexia slightly differently. The following indicators are designed to give an idea of the types of difficulties a person with dyslexia struggles with but it is important to remember not all indictors may be experienced and dyslexia occurs along a wide continuum, ranging from mild to severe.

In addition, the environment often makes dyslexic indicators more or less noticeable, for example during different stages of education and/or during periods of transition.

Dyslexia usually becomes noticeable in the first few years of school when children begin to learn to read and write, but it may not become apparent until much later.

Able to answer a question well when speaking but struggles to show the same level of knowledge and understanding when writing.

May have mispronounced words when younger.
May have struggled with repeated ear infections, glue ear and/or tonsillitis when younger.
May experience word finding difficulties or explain things in a very long winded manner.
Shown little or no interest in learning nursery rhymes.
May experience allergies such as hay fever, eczema or asthma.
May be a little clumsy or have had difficulty throwing or catching a ball or learning to ride a bike.

Difficulty and/ or frustration learning to read and/or spell.
Difficulty learning phonics when younger.
Difficulty reading longer words.
Skips small words when reading or writing.
May read what they think the sentence says rather than the actual words.
Confuses common words when reading, for example reading ‘on’ as ‘no’ or ‘was’ and ‘saw’ or ‘did’ and ‘didn’t’.
Confusing letters or numbers when reading and/or writing, for example confusing ‘b/d’, ‘p/q’, ‘6/9’
Confusing bits of words, for example saying ‘aminal’ instead of ‘animal’.
May be able to read a paragraph but has difficulty gaining the meaning.
Complains about words moving, jumping, drifting or blurring when reading and/or writing.
Frustrated, tired or fidgety when reading.

Spelling may be inconsistent, for example able to spell a word one day but not the next or even spelling it differently within the same piece of writing. Some children are able to spell the word in a spelling test but don’t spell it correctly with their free writing.
Spelling phonetically, for example ‘was’ as ‘woz’.
Omitting vowel sounds when spelling, for example ‘digger’ as ‘dgr’.

Difficulty copying from the board, for example making lots of small errors or taking a long time.
May have difficulty concentrating, focussing or remembering instructions.
May be a little slow to answer questions or have difficulty following conversations when people speak quickly.
Homework tasks may take a long time and support may be needed.

Difficulty learning times tables and/or number bonds.
Difficulty with word problems in Maths.
Difficulty learning sequences like months of the year or the alphabet.
Difficulty organising and structuring writing.
May have difficulty coming up with ideas or getting started with writing.
Trouble spotting their own errors when proofreading.
May have difficulty with punctuation, legibility or grammar.