Dyslexia is the most common form of learning disability, accounting for 80% of all children identified. Problems with reading, and related difficulties in comprehension, spelling and writing are common for these children. Many people with dyslexia also experience difficulties with working memory, attention and organisational skills.
Dyslexia can be defined as:
… a specific learning disability that is neurological in origin. It is characterised by difficulties with accurate and / or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.*
* This definition is the preferred definition of AUSPELD as well as the International Dyslexia Association (IDA) and the National Institute of Child Health and Human Development (NICHD).
Dyslexia across the school years
Children with dyslexia will show some or many of the difficulties listed below. They may not display all of these characteristics.