Learning Difficulties: Conditions

Dyslexia

Specific Learning Difficulty ( including dyslexia, dyscalculia, dysgraphia)
Lindsay Peer of the British Dyslexia Association describes dyslexia / specific learning difficulty as follows:
“Dyslexia is best described as a combination of abilities and difficulties which affect the learning process in one or more of reading, spelling, writing and sometimes numeracy / language. Accompanying weaknesses may be identified in areas of speed of processing, short-term memory, sequencing, auditory and / or visual perception, spoken language and motor skills. Some children have outstanding creative skills, others have strong oral skills. Whilst others have no outstanding talents they all have strengths. Dyslexia occurs despite normal intellectual ability and conventional teaching; it is independent of socio-economic or language background.”

D. Harry Chasty’s definition is “Specific learning difficulties / dyslexia are organising or learning difficulties which restrict the student’s competencies in information processing, in fine motor control and working memory, so causing limitations in some or all of speech, reading, spelling, writing, essay writing, numeracy and behavior". This definition was accepted as an appropriate base for further research and development by the group representing all Member States, which met as ‘Action for Dyslexia’ at the European Parliament in 1994.

• Persistent factors in dyslexia, which can appear from a young age, and still be noticeable when the dyslexic child leaves school
  

  obvious “good” and “bad” days, for no apparent reason
  confusion between directional words, e.g. up/down, in/out
  difficulty with sequence e.g. colored bead sequence, days of the week, numbers
  family history of dyslexia / reading difficulty
  Non- language indicators include poor confidence and self-esteem, and having areas of strength as well as weaknesses.

• About dyscalculia, dysgraphia and dysphasia
  
  Dyscalculia
  A theoretical term for the specific disruption of numeracy skills. In practice this is seldom found in isolation. The term dysnumerate is also used. Specific dyscalculia is usually neurological in origin and is often associated with dysphasia
  
  Dysgraphia
  Specific difficulty in writing – usually neurological in origin, and normally associated with dysphasia.
  
  Dysphasia
  Partial loss of spoken language skills - usually due to brain damage. (N.B. developmental dysphasia is a rare congenital language difficulty.)

We provide these links in good faith - given the many organizations that provide support; we are not able to vet them all or their products.

Davis Dyslexia Association International - Join us as we explore the positive talents that give rise to dyslexia, and share our knowledge about the best ways for dyslexic people to learn.

Dyslexia Teacher - Dyslexia information and resources for helping dyslexic pupils and students.

Understanding Dyslexia