Improving Outcomes by Empowering Learners

Dyslexia is a learning difference that primarily affects reading, spelling, and writing skills. It is not linked to intelligence but to how the brain processes language. Dyslexia affects millions of people worldwide, yet it is often undiagnosed or misunderstood, especially in older learners. How Does Dyslexia affect learning? The following lists are intended to give an indication of the types of difficulties commonly seen, but each individual will have their own set of strengths and challenges. Possible Difficulties in the Early Years and Infant School. •Taking longer to start to read and write •Confusing letters and numbers that are similar b/d, m/w, 6/9 •Learning letter formation •Confusing upper- and lower-case letters •Remembering letter sounds •Learning spellings - missing letters or getting letters in the wrong order •Learning nursery rhymes •Thinking of words that rhyme •Giving words which start with the same sound •Remembering more than one instruction at a time •Learning sequences or routines Possible Difficulties Later in Primary School: •Sounding out unfamiliar words •Keeping their place when reading •Limited expression when reading, or intonation in the wrong place •Not always understanding a passage even if read correctly •Confusion of letters similar in shape, for example d/b •Confusion of vowels or letters similar in sound, e.g. v, f, th •Difficulty getting their ideas down in writing •Reversals of words, for example was / saw •Unusual spellings •Unconventional letter formation •Punctuation / grammar errors •Difficulty copying quickly and accurately from the board •Speed of working, not always completing work •Difficulty in sequencing: the alphabet, months of the year, numbers, words in a sentence •Difficulty learning tables, or doing mental arithmetic •Problems with concentration and memory Possible Difficulties at Secondary School Earlier difficulties may persist and there may be new problems in coping with the increased demands of the curriculum. •Reading inaccuracies, especially under time pressure •Taking longer to read •Not getting the main idea of what has been read •Persistent spelling difficulties •Copying from the board accurately and quickly •Organising and structuring written work •Spotting errors and proofreading •Legibility and speed of handwriting •Note taking - listening and writing at the same time •Following more than one instruction at a time •Difficulty with concentration and attention •Coping with more homework and lengthier assignments; often unsure of the precise requirements of homework •Difficulties with memory and revision •Difficulty studying modern foreign languages •Often better at practical subjects with less reading and writing Possible Signs of Dyslexia in Adults: •Not choosing to read for pleasure •Making reading mistakes, for example misreading instructions •Taking longer to read and often having to reread to understand or remember what has been read. •Difficulty in getting the main idea or recalling what has been read •Difficulty learning/remembering technical words •Persistent spelling difficulties •Difficulty organising and structuring written work •Problems with punctuation / grammar •Difficulty spotting or correcting errors when proof reading •Problems with form filling •Difficulty making notes or taking minutes - listening and writing at the same time •Difficulty with concentration and attention •Poor organisational skills / timekeeping / meeting deadlines •Difficulties with memory •Often better at practical activities Definition of Dyslexia The Delphi Definition of Dyslexia (2024) has been recommended for use by SASC (the SpLD Assessment Standards Committee) Delphi definition of dyslexia •Dyslexia is a set of processing difficulties that affect the acquisition of reading and spelling. •In dyslexia, some or all aspects of literacy attainment are weak in relation to age, standard teaching and instruction, and level of other attainments. •Across all languages, difficulties in reading fluency and spelling are key markers of dyslexia. •Dyslexic difficulties exist on a continuum and can be experienced to various degrees of severity. •The nature and developmental trajectory of dyslexia depends on multiple genetic and environmental influences. •Dyslexia can affect the acquisition of other skills, such as mathematics, reading comprehension or learning another language. •The most commonly observed cognitive impairment in dyslexia is a difficulty in phonological processing (i.e., in phonological awareness, phonological processing speed or phonological memory). However, phonological difficulties do not fully explain the variability that is observed. •Working memory, processing speed and orthographic skills can contribute to the impact of dyslexia. •Dyslexia frequently co-occurs with one or more other developmental difficulties, including developmental language disorder, dyscalculia, ADHD, and developmental coordination disorder. The Delphi Dyslexia Study: Carroll, J., Holden, C., Kirby, P., Snowling, M. J., & Thompson, P.A. (2024). Journal of Child Psychology and Psychiatry.