Dyslexia
The definition of dyslexia adopted by the International Dyslexia Association’s Board of Directors is as follows:
“Dyslexia is a specific learning disability that is neurological in origin. It is characterised by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede the growth of vocabulary and background knowledge.”
“Dyslexia is a specific learning disability that is neurological in origin. It is characterised by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede the growth of vocabulary and background knowledge.”
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Dyslexia refers to a cluster of symptoms that result in people having difficulties with language skills, particularly reading.
Students with dyslexia usually experience difficulties with other language skills such as spelling, writing and pronouncing words (speech). As many as 15-20% of the population experience symptoms of dyslexia, such as slow or inaccurate reading. Dyslexia is not due to lack of intelligence or willingness to learn. With appropriate teaching methods, people with dyslexia can learn successfully. |
The impact of dyslexia is different for each person, depending upon the severity and the effectiveness of support they receive. Some students are diagnosed at a very early age, while others manage to learn early reading and spelling skills (especially with excellent instruction), but later experience problems with more complex language skills such as understanding grammar, interpreting text book material and writing essays.
Dyslexia can affect a person’s self image, and they often end up feeling less intelligent than they are.
Dyslexia can affect a person’s self image, and they often end up feeling less intelligent than they are.
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What are the signs ?
It is a myth that people with dyslexia “read backwards,” although their letters in spelling may seem very jumbled at times. Signs include:
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Intervention/Treatment
Most people with dyslexia need help from a therapist, teacher or tutor specially trained in using a multisensory, structured language approach. At Sydney SPOT therapists are experienced in a range of multisensory, phonics-based intervention programs, including The Spalding Method, THRASS, the LiPS Program and Multilit.
If you would like to discuss your child or learn more about dyslexia, please contact us.
Most people with dyslexia need help from a therapist, teacher or tutor specially trained in using a multisensory, structured language approach. At Sydney SPOT therapists are experienced in a range of multisensory, phonics-based intervention programs, including The Spalding Method, THRASS, the LiPS Program and Multilit.
- It is important for teaching to be systematic and explicit.
- Instruction should be 1:1.
- Therapists or teachers outside of school should work closely with classroom teachers to ensure the student is receiving appropriate support (via activity modification etc.).
- Students may also require support from counsellors, to deal with the emotional issues that arise as a consequence of difficulties at school.
- Case management by a Developmental Paediatrician is often beneficial.
If you would like to discuss your child or learn more about dyslexia, please contact us.
