What is Dyslexia?
Dyslexia is a general term that describes difficulties when working with different aspects of literacy, most commonly with reading, writing, spelling, speed of working and memory.
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The most common statement from parents is that their child has surprising difficulties with the more literacy based aspects of learning, despite support and intervention and despite their child often being verbally bright and presenting as an able student. Parents or student often suspect that there may be a dyslexic difficulty, but then the student surprises by passing a test or reading something that was previously tricky. Frequently the student underachieves in education, despite their best efforts, and is unable to be consistent at both a classroom and an assessment level.
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Each dyslexic student is different, therefore how they are affected by dyslexia will also differ.​ Dyslexia is currently the most diagnosed and understood of a group of difficulties known as ‘specific learning difficulties’.​ In addition to Dyslexia there are other difficulties that may affect students which may be isolated or are in addition to Dyslexia. The most common difficulties outside of Dyslexia are Dyscalculia (affecting mathematical learning), Dysgraphia (affecting handwriting), Auditory Processing Disorder (affecting how words are heard), Developmental Coordination Disorder (affecting motor control), Attention Deficit Hyperactivity Disorder, (affecting concentration and attention) and Developmental Language Disorder (affecting receptive and expressive language).
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Dyscalculia: The presence of surprising mathematical difficulties, not caused by lack of educational opportunity, and difficulties that persist despite support and intervention. Dyscalculia affects the ability to acquire and retain basic arithmetic skills, with persistent difficulty understanding and remembering simple mathematical concepts and facts.
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Dysgraphia: A specific learning difficulty that affects the ability to express thoughts and ideas in writing. Dysgraphia can manifest with spelling, poor handwriting, difficulty setting out work, following lines and margins and with putting thoughts onto paper. Similar to some aspects of Dyslexia.
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Auditory Processing Disorder (APD) A hearing problem that affects how students process what they hear, believed to interfere with the way in which a student recognises and interprets sounds, especially with speech. Students with APD have difficulty recognising slight differences between sounds in words, even when the sounds are loud and clear. APD can present with inattention, lack of focus, poor memory, mis-hearing words and following instructions. This is a specialist difficulty and should be investigated by an Audiologist.
Developmental Coordination Disorder (DCD) is a motor skills disorder that occurs due to a delay in the development of motor skills which results in a difficulty with coordinating movements. DCD (formerly Dyspraxia) has accounted for students being previously described as "clumsy" or "awkward" due to difficulty mastering simple motor tasks such as tying shoe laces, organising themselves for school, going down stairs or holding a pencil/writing. DCD may impact upon academic progress, social integration and emotional development. DCD is a specialist difficulty and concerns in this area should be investigated by a paediatrician and/or an Occupational Therapist.
Attention Deficit Hyperactivity Disorder (ADHD) is a disorder marked by a persistent behaviour pattern of inattention and/or hyperactivity-impulsivity that interferes with the ability to function, usually in educational or social situations. Students with ADHD may go off task easily, be unable to focus and be disorganised, all of which presents as a difficulty beyond their control. Hyperactivity usually means constant movement, even at a low level, for example, fidgeting, tapping or talking. These behaviours usually impact upon the ability to focus, work independently and participate in the mutual expectations of social situations, for example, sharing, turn taking or allowing someone to speak. ADHD requires a clinical diagnosis and any concerns should be discussed with a G.P.
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Developmental Language Disorder (DLD), previously called Specific Language Impairment or SLI, is a persistent type of unexplained speech, language and communication need. Speech difficulties have many labels but DLD describes difficulties with talking (expressive) and understanding language (receptive). DLD can hinder everyday life and achievement, and is not usually due to hearing loss or other apparent physical factors.