Understanding the basics of Dyslexia

Developmental Dyslexia is a language-based, neurodevelopmental, specific learning difficulty. This means that it is a learning difficulty present from birth and is a life-long condition. However, it’s impact can change depending on different stages of the person’s life. I like to think of Dyslexia as a learning difference instead of a disability, as it really is a different way of processing information in the brain. In the general school environment, children with Dyslexia typically struggle with word recognition, reading fluency, spelling, and writing.

Dyslexia is quite common, and it is believed that up to 15% of the world’s population may be Dyslexic. It runs in families and occurs in people of all backgrounds and intellectual levels. Most young learners with Dyslexia have been found to have difficulties with phonological awareness. This is the ability to identify separate speech sounds in a word and manipulate them. They may also have a difficulty in processing how letters represent those sounds and to retrieve the sounds from memory at a level of automaticity. Other learners may manage well at this foundational level, especially with good literacy instruction, but may struggle later on in their schooling (often noticed in Grade 4) when more extensive writing and reading is required for tests and exams. A learner with Dyslexia is often identified as having a stronger oral language than a written language ability. This means that the learner will be able to express ideas and concepts verbally, but when having to write it down, they appear to be functioning at a lower level of literacy development.

It is a myth that people with Dyslexia read or write backward, however, jumbling letters during reading and writing due to memory and sequencing difficulties, can occur frequently. Dyslexia often co-occurs with other difficulties such as organisational difficulties, attention and concentration, as well as other neurodevelopmental difficulties like Dyspraxia. Symptoms to look out for include: delayed speech/language development, struggling to learn letters and sounds, organisation of written and spoken language, slow, laborious reading for the particular age/grade, difficulty in learning a foreign language, memorising number facts, and difficulty with written tasks, including spelling and grammatical structures.

Research has shown that early identification and intervention is key to helping learners with Dyslexia be successful in school and life. There is no ‘quick fix’ for Dyslexia. Evidence-based practice over time will help the learner consolidate first the foundational skills of literacy, and later more advanced literacy skills necessary for studying and writing. Instruction includes systematic, cumulative and multisensory intervention that promotes overlearning. Some learners may require assistive technology such as typing or speech to text, where others may require test and exam accommodations to help them convey their knowledge. Support may include help with taking notes, extra time, or help with reading and scribing.

At home, learners with Dyslexia or literacy difficulties will benefit from listening to audiobooks to continue the development of language and a love for literacy. It is important that these learners are given adequate breaks, as they usually exert a lot of mental effort during the course of the day in order to keep up with their peers.

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