Dyslexia Definitions
Dyslexia Foundation of New Zealand (DFNZ)
DFNZ supports a broad spectrum view of Dyslexia. Common themes are that it is an alternative or atypical way of thinking; that it has a proven neurobiological basis; and that it occurs across a range of intellectual abilities. The definition used by DFNZ is that Dyslexia is: “A specific learning difference which is constitutional in origin and which, for a given level of ability, may cause unexpected difficulties in the acquisition of certain literacy and numeracy skills.” Constitutional in origin refers to the fact that Dyslexia has a substantive neurobiological basis. Brain research, including studies from Yale and Auckland universities, has shown that while it is common to use the ‘verbal’ left side of our brain to understand words, dyslexic people use the ‘pictorial’ right side – making them slower to process and understand language, but stronger in creative areas like problem solving, empathy and lateral thinking.
International Dyslexia Association (2002) Definition Consensus
Dyslexia is a specific learning disability that is neurobiological 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 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.
Health Council of the Netherlands (1995)
Dyslexia is present when the automatisation of word identification (reading) and/or word spelling does not develop or does so very incompletely or with great difficulty. The term ‘automatisation’ refers to the establishment of an automatic process. A process of this kind is characterised by a high level of speed and accuracy. It is carried out unconsciously, makes minimal demands on attention and is difficult to suppress, ignore or influence... Dyslexia is characterised in practice by a severe retardation in reading and spelling which is persistent and resists the usual teaching methods and remedial efforts... it will be accompanied by very slow and/or inaccurate and easily disturbed word identification and/or word spelling.
British Dyslexia Association (Rose Report, 2009)
“In addition to these characteristics, the British Dyslexia Association acknowledges the visual processing difficulties that some individuals with Dyslexia can experience, and points out that Dyslexic readers can show a combination of abilities and difficulties that affect the learning process. Some also have strengths in other areas, such as design, problem solving, creative skills, interactive skills and oral skills.”
DFNZ supports a broad spectrum view of Dyslexia. Common themes are that it is an alternative or atypical way of thinking; that it has a proven neurobiological basis; and that it occurs across a range of intellectual abilities. The definition used by DFNZ is that Dyslexia is: “A specific learning difference which is constitutional in origin and which, for a given level of ability, may cause unexpected difficulties in the acquisition of certain literacy and numeracy skills.” Constitutional in origin refers to the fact that Dyslexia has a substantive neurobiological basis. Brain research, including studies from Yale and Auckland universities, has shown that while it is common to use the ‘verbal’ left side of our brain to understand words, dyslexic people use the ‘pictorial’ right side – making them slower to process and understand language, but stronger in creative areas like problem solving, empathy and lateral thinking.
International Dyslexia Association (2002) Definition Consensus
Dyslexia is a specific learning disability that is neurobiological 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 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.
Health Council of the Netherlands (1995)
Dyslexia is present when the automatisation of word identification (reading) and/or word spelling does not develop or does so very incompletely or with great difficulty. The term ‘automatisation’ refers to the establishment of an automatic process. A process of this kind is characterised by a high level of speed and accuracy. It is carried out unconsciously, makes minimal demands on attention and is difficult to suppress, ignore or influence... Dyslexia is characterised in practice by a severe retardation in reading and spelling which is persistent and resists the usual teaching methods and remedial efforts... it will be accompanied by very slow and/or inaccurate and easily disturbed word identification and/or word spelling.
British Dyslexia Association (Rose Report, 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.
“In addition to these characteristics, the British Dyslexia Association acknowledges the visual processing difficulties that some individuals with Dyslexia can experience, and points out that Dyslexic readers can show a combination of abilities and difficulties that affect the learning process. Some also have strengths in other areas, such as design, problem solving, creative skills, interactive skills and oral skills.”
Sources:
Willcutt, E. G., Pennington, B. F., & DeFries, J. C. (2000). Twin study of the etiology of comorbidity between reading disability and Attention-Deficit/ Hyperactivity Disorder. American Journal of Medical Genetics (Neuropsychiatric Genetics), 96, 293– 301.
Willcutt, E. G., Pennington, B. F., & DeFries, J. C. (2000). Twin study of the etiology of comorbidity between reading disability and Attention-Deficit/ Hyperactivity Disorder. American Journal of Medical Genetics (Neuropsychiatric Genetics), 96, 293– 301.
