Dyslexia
Dyslexia: a summary from the British Dyslexia Association
The British Dyslexia Association's (BDA) defines dyslexia as a specific learning difficulty which mainly affects the development of literacy and language related skills. It is characterised by difficulties with phonological processing, working memory, processing speed and the automatic development of skills that may not match up to an individual’s other cognitive abilities.
Dyslexia is independent of social or economic factors or intelligence and tends to run in families; it is now known there are several genes that contribute to a genetic risk of dyslexia. About 10% of the population are affected by dyslexia to some degree (4% severely), 300,000 of whom are children in schools, which means there is an average of at least one dyslexic child in every classroom.
For more information visit www.bdadyslexia.org.uk
Dyslexia: FAQs from The Week and Dyslexia Action
When did dyslexia become 'recognised'?
What are the symptoms of dyslexia?
What are the causes of dyslexia?
Can dyslexia be cured?
What are the common strengths of people with dyslexia?
What help is available through the education system?
When did dyslexia become 'recognised'?
About 25 years ago. Before that, there was a general feeling that dyslexia was a polite term applied to middle-class children who were just not very bright. In the 1980s, however, it became accepted as a real condition needing special intervention, and almost immediately there was a steep rise in the number diagnosed. Recent research indicates that boys and girls are equally affected, but our data suggests that three times as many boys as girls receive additional teaching because of their dyslexia.
What are the symptoms of dyslexia?
People with dyslexia have difficulty reading, writing and spelling and often find it hard to concentrate. Dyslexia Action says there are 'pointers' at an early age, such as difficulty in remembering nursery rhymes or in clapping and keeping rhythm which can alert parents that something is amiss. But it is generally when the child goes to primary school that problems become apparent. A dyslexic child might have trouble telling left from right; letters and figures may frequently be reversed. Tasks/learning involving sequencing (learning the alphabet, days of the week, following instructions) are likely to present difficulties.
What are the causes of dyslexia?
Dyslexia can be hereditary; research has shown there are several genes that contribute to dyslexia. Brain scanning studies suggest that, in dyslexic people, the connections between different language areas of the brain do not work as efficiently as they should. However, these differences are not linked to intelligence. There is evidence that many dyslexic people have strengths and abilities in tasks that involve creative and visually-based thinking.
Can dyslexia be cured?
No, dyslexia is not an illness! However, Dyslexia Action explains that there are two keys to overcoming the effects of dyslexia. It advocates that at all ages, it is possible to improve literacy skills by using structured, multisensory methods, but research shows that early intervention is more effective. In adulthood, and in the later stages of schooling, the key to success is through improving skills and by developing coping strategies, through an understanding of individual strengths and weaknesses.
A diagnostic assessment examines literacy and numeracy skills and investigates the factors that may be affecting those skills. An assessment will highlight the pattern of strengths and weaknesses usually seen in dyslexia, but will also consider other specific learning difficulties and social and environmental factors that can impact on learning.
For more information on dyslexia and assessment visit: www.dyslexiaaction.org.uk
What are the common strengths of people with dyslexia?
Many people with dyslexia are creative and excel in areas such as art, design, drama, music, maths and science. They often have good visual skills and can see the ‘big picture’. Famous dyslexics include Einstein, Richard Branson and Leonardo da Vinci.
What help is available through the education system?
The 1981 Education Act imposed a legal requirement on local authorities to assess children, to discover the scale of their learning difficulties and whether they have a special educational need (SEN). In the case of relatively mild disability, it is left to the school to assess need and provide help, but for children with more severe problems it is up to the local authority, aided by educational psychologists and medical experts, to make a 'statement of SEN' describing the child's needs and the specialist treatment required. About 60% of SEN children are educated in mainstream school, albeit with the help of outside specialists in some cases, but those with severe disability are given places in specialist (often privately run) schools, places which the local authority is obliged to fund. Statements are usually only given to those within the lowest 2% of dyslexia.
In 2006 the Commons education committee reported that the SEN system was 'not fit for purpose' as many cash-strapped local councils would not statement pupils because of the extra cost entailed. The 2008 Jim Rose’s Dyslexia Review, which recognises the need to increase the number of trained dyslexia specialist in schools, has been welcomed by many. £10m has been pledged to provide training for 4,000 teachers over the next two years. It is hoped this will not only improve the outcomes of children with dyslexia, but also tackle the difficulties for all those struggling with literacy.
For more information on indicators of dyslexia and FAQs visit the British Dyslexia Association website www.bdadyslexia.org.uk/faq.html or Dyslexia Action www.dyslexiaaction.org.uk
