Dyslexia exists in all cultures and across the range of abilities and socio-economic backgrounds. It is a hereditary, life-long, neurodevelopmental and it can impact on wellbeing.
The Scottish Definition of Dyslexia is as follows:
“Dyslexia can be described as a continuum of difficulties in learning to read, write and/or spell, which persist despite the provision of appropriate learning opportunities. These difficulties often do not reflect an individual's cognitive abilities and may not be typical of performance in other areas.
The impact of dyslexia as a barrier to learning varies in degree according to the learning, teaching and working environment, as there are often associated difficulties such as:
- auditory and/or visual processing of language-based information
- phonological processing - awareness, processing speed and/or memory
- oral language skills and reading fluency
- short-term and working memory
- sequencing and directionality
- number skills
- organisational ability
Motor skills and co-ordination may also be affected.”
Unidentified, dyslexia is likely to result in:
- low self esteem,
- high stress,
- atypical behaviour,
- and low achievement.
Learners with dyslexia will benefit from early identification, inclusive ethos, approaches and environments, appropriate intervention and support, enabling them to become:
- successful learners,
- confident individuals,
- effective contributors
- and responsible citizens.
Find out more about dyslexia from:
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