'Dyslexia' is a Greek word which means 'difficulty with words'.

 

It is a lifelong condition and affects around 10% of the population.  It occurs in all races and backgrounds, regardless of ability. Its effect varies from person to person.

 

Some people with dyslexia can read and spell fairly well, although this has sometimes taken a good deal of effort to achieve.  Underlying factors which affect the dyslexic learner are to do with the way that phonological information is processed, along with the impact of possible memory and speed of processing difficulties. Dyslexic learners can use a host of skills and strategies to help themselves compensate for their difficulties and can often appear to be very tired or 'zoned out' due to the sheer effort of maintaining their learning skills.

 

The British Dyslexia Association describe the following  possible indicators of dyslexia:

 

Primary school age.

• Has particular difficulty with reading and spelling. 

• Puts letters and figures the wrong way round. 

• Has difficulty remembering tables, alphabet, formulae etc. 

• Leaves letters out of words or puts them in the wrong order. 

• Still occasionally confuses 'b' and 'd' and words such as 'no/on'. 

• Still needs to use fingers or marks on paper to make simple calculations. 

• Poor concentration. 

• Has problems understanding what he/she has read. 

• Takes longer than average to do written work. 

• Problems processing language at speed. 

 

Primary school age non-language indicators:

• Can learn spellings for a test but they don't transfer to free writing.

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• Has difficulty with the order of the days of the week, months of the year etc. 

• Surprises you because in other ways he/she is bright and alert.  

• Lacks confidence and has a poor self image.