DEFINITION OF DYSLEXIA - ROSE REVIEW 2009

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 the 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 co-ordination, mental calculation, concentration and personal organisation, but these are not, by themselves, 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.

This definition appears on page 10 of the independent report by Sir Jim Rose to the Secretary of State for Children, Schools and Families June 2009:  Identifying and Teaching Children and Young People with Dyslexia and Literacy Difficulties 

http://webarchive.nationalarchives.gov.uk/20130401151715/http://www.education.gov.uk/publications/eOrderingDownload/00659-2009DOM-EN.pdf

EARLY INTERVENTION IS GOOD

Although this article is from America, it makes interesting reading and the principles of early intervention apply.  In line with the Rose Review (2009), we do not necessarily agree that a diagnosis is always the right way forward at an early age.  A Specialist Teacher's report, which indicates a person's strengths and weaknesses, may be adequate to start specialist teaching.   

http://tn.chalkbeat.org/2016/03/14/parents-push-for-more-screening-support-for-students-with-dyslexia/#.Vu26IPmLQ2w

USE 'BAD' INSTEAD OF 'DISASTROUS' BECAUSE YOU CAN SPELL IT

In our experience, we have seen that many people with dyslexia have the most difficulty with learning to spell and to get their ideas down on paper.  At least with reading, the words are already there on the page instead of a person being faced with a blank page.  There is so much to retrieve from long term memory - specific letters, how to form them and put them in the correct sequence for spelling, word order, grammar, punctuation, tenses - to say nothing of meaning, which is the main idea behind why we write in the first place.

http://www.theguardian.com/education/2016/mar/11/primary-school-spelling-tests-dyslexic-pupils-teachers