What is dyslexia
The BDA has adopted the Rose (2009) definition of dyslexia:
"Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling. Characteristic features of dyslexia are difficulties in phonological awareness, verbal memory and verbal processing speed. Dyslexia occurs across a 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 coordination, mental calculation, concentration and personal organisation, but these are not 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.''
Please note that there is a difference between a learning disability and a learning disorder:
A learning disability is different from a specific learning difficulty like dyslexia, as a learning difficulty does not affect general intellect. A learning disability is a reduced intellectual ability and difficulty with everyday activities, for example, household tasks, socialising or managing money, which affects someone for their whole life.
DYSLEXIA IS NOT A LEARNING DISABILITY
In addition to these characteristics:
The British Dyslexia Association (BDA) acknowledges the visual and auditory processing 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. Some also have strengths in other areas, such as design, problem-solving, creativity, interaction, and oral skills.
DYSLEXIA SIGNS AT EARLY YEARS
The following indicators may suggest that your child has dyslexia. Many young children will display these behaviours and make these mistakes even without dyslexia (So please don't diagnose your child without getting a formal assessment). Analysing the severity of the behaviour and the length of time that the behaviour persists can give vital clues to identifying dyslexia.
Indicators (These may suggest a child is dyslexic)
Difficulty learning nursery rhymes.
Difficulty paying attention, sitting still, listening to stories
Likes listening to stories but shows no interest in letters or words
Difficulty learning to sing or recite the alphabet
A history of slow speech development
Muddles words e.g. cubumber, flutterby
Difficulty keeping a simple rhythm
Finds it hard to carry out two or more instructions at one time, (e.g. put the toys in the box, then put it on the shelf) but is fine if tasks are presented in smaller units
Forgets names of friends, teacher, colours etc.
Poor auditory discrimination
Confusion between directional words e.g. up/down
Family history of dyslexia/reading difficulties
Difficulty with sequencing e.g. coloured beads, classroom routines
Substitutes words e.g. "lampshade" for "lamppost"
Appears not to be listening or paying attention
Obvious 'good' and 'bad' days for no apparent reason
SIGNS OF DYSLEXIA AT PRIMARY SCHOOL YEARS
If a child appears to be struggling with spelling, reading, writing or numeracy, how do you know whether these difficulties are potential indications of dyslexia?
A key clue with dyslexia is that the child will show weakness in certain areas and strengths in others, something noted as a spiky profile. In a lot of cases, other family members such as siblings may have the same characteristics. Remember that not all dyslexic children will display the same weaknesses and abilities.
General signs to look for are:
Speed of processing: slow spoken and/or written language
Poor concentration
Difficulty following instructions
Forgetting words
Written work
Poor standard of written work compared with oral ability
Produces messy work with many crossings out and words tried several times, e.g. wippe, wype, wiep,
Confused by letters which look similar, particularly b/d, p/g, p/q, n/u, m/w
Poor handwriting with many ‘reversals’ and badly formed letters
Spells a word several different ways in one piece of writing
Makes anagrams of words, e.g. tired for tried, bread for beard
Produces badly set-out written work, doesn’t stay close to the margin
Poor pencil grip
Produces phonetic and bizarre spelling: not age/ability appropriate
Uses unusual sequencing of letters or words
Reading
Slow reading progress
Finds it difficult to blend letters together
Has difficulty in establishing syllable division or knowing the beginnings and endings of words
Unusual pronunciation of words
No expression in reading, and poor comprehension
Hesitant and laboured reading, especially when reading aloud
Misses out words when reading, or adds extra words
Fails to recognise familiar words
Loses the point of a story being read or written
Has difficulty picking out the most important points from a passage
Numeracy
Confusion with place value e.g. units, tens, hundreds
Confused by symbols such as + and x signs
Difficulty remembering anything in sequential order, e.g. tables, days of the week, the alphabet
Time
Has difficulty learning to tell the time
Poor timekeeping
Poor personal organisation
Difficulty remembering what day of the week it is, their birth date, seasons of the year, months of the year
Difficulty with concepts – yesterday, today, tomorrow
Skills
Poor motor skills, leading to weaknesses in speed, control and accuracy of the pencil
Memory difficulties e.g. for daily routines, self-organisation, rote learning
Confused by the difference between left and right, up and down, east and west
Indeterminate hand preference
Performs unevenly from day to day
Behaviour
Uses work avoidance tactics, such as sharpening pencils and looking for books
Seems ‘dreamy’, and does not seem to listen
Easily distracted
Is the class clown or is disruptive or withdrawn
Is excessively tired due to the amount of concentration and effort required
A cluster of these indicators alongside areas of ability may suggest dyslexia and further investigation may be required.
SIGNS OF DYSLEXIA AT SECONDARY SCHOOL AGE
Dyslexia is a combination of abilities as well as difficulties. It is the disparity between them that is often the giveaway clue. A dyslexic learner, despite certain areas of difficulty, may be orally very able and knowledgeable, creative, artistic, or sporting. Alongside these abilities will be a cluster of difficulties - these will be different for every person.
There are indicators which can help you to identify a young person who may be dyslexic.
Written work
Has a poor standard of written work compared with oral ability
Has poor handwriting with badly formed letters or has neat handwriting, but writes very slowly
Produces badly set out or messy written work, with spellings, crossed out several times
Spells the same word differently in one piece of work
Has difficulty with punctuation and/or grammar
Confuses upper and lower case letters
Writes a great deal but 'loses the thread'
Writes very little, but to the point
Has difficulty taking notes in lessons
Has difficulty with the organisation of homework
Finds tasks difficult to complete on time
Appears to know more than they can commit to paper
Reading
Is hesitant and laboured, especially when reading aloud
Omits, repeats or adds extra words
Reads at a reasonable rate, but has a low level of comprehension
Fails to recognise familiar words
Misses a line or repeats the same line twice
Loses their place easily/uses a finger or marker to keep the place
Has difficulty in pin-pointing the main idea in a passage
Has difficulty using dictionaries, directories, encyclopaedias
Numeracy
Has difficulty remembering tables and/or basic number sets
Finds sequencing problematic
Confuses signs such as x for +
Can think at a high level in mathematics, but needs a calculator for simple calculations
Misreads questions that include words
Finds mental arithmetic at speed very difficult
Finds memorising formulae difficult
Other areas
Confuses direction - left/right
Has difficulty learning foreign languages
Has difficulty in finding the name of an object
Has clear difficulties processing information
Misunderstands complicated questions
Finds holding a list of instructions in memory difficult, although can perform all tasks when told individually
Behaviour
Is disorganised or forgetful e.g. over sports equipment, lessons, homework, appointments
Is easily distracted. May find it difficult to remain focused on the task
Is often in the wrong place at the wrong time
Is excessively tired, due to the amount of concentration and effort required
A cluster of these indicators alongside areas of ability may point to possible dyslexia and further investigation is recommended.
SIGNS OF DYSLEXIA AS AN ADULT
Everyone's experience of dyslexia will be individual to them but there are common indicators. A cluster of these indicators alongside abilities in other areas could suggest dyslexia and should be investigated further.
Do you:
Confuse visually similar words such as cat and cot
Spell erratically
Find it hard to scan or skim the text
Read/write slowly
Need to re-read paragraphs to understand them
Find it hard to listen and maintain focus
Find it hard to concentrate if there are distractions
Feel sensations of mental overload/switching off
Have difficulty telling left from right
Get confused when given several instructions at once
Have difficulty organising thoughts on paper
Often forget conversations or important dates
Have difficulty with personal organisation, time management and prioritising tasks
Avoid certain types of work or study
Find some tasks really easy but unexpectedly challenged by others
Have poor self-esteem, especially if dyslexic difficulties have not been identified in earlier life
If you feel this reflects you, you can get an indication if you may be dyslexic from an adult dyslexia checklist and/or a dyslexia screener. These are no diagnostic tools but can also be used to indicate whether further investigations should take place.
If a checklist and or screener indicates you are likely to be dyslexic, a formal Diagnostic Assessment is the only way to confirm whether or not the difficulties you encounter are due to dyslexia. A formal diagnosis will, in turn, help you to get the right support within the education system, and in the workplace.
Although we have listed several signs of dyslexia and most of these seem negative, there are some great advantages to being dyslexic. Below are some advantages to note that can help dyslexics succeed.
ADVANTAGES OF BEING DYSLEXIC
3D thinking – Dyslexic people are more likely to be able to visualize in 3D, turning over what they see in their minds.
Strong memory – Some individuals with dyslexia recall facts as if reading a good storybook rather than just a list of random data.
Excellent puzzle-solving skills -They accurately identify the right shape and figure out complex problems as no one else can ever do.
Wonderfully imaginative – Dyslexics can really envision a fantastic view of the world.
Think outside of the box – It’s nice to stick to standards, but if you really wish to go far, you have to think originally, as evidenced by today’s entrepreneurs.
Critical thinkers – Another trait that some dyslexics possess is their ability to use logical reasoning. They know exactly what the difference between the two topics really is and will use critical thinking to solve a problem.
REFERENCES
- Find out more on the BDA Assessments webpage.
