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| Definitions | Definitions of dyslexia vary. There is no one, universally accepted definition. The following are some of the most recent definitions. |
| Specific learning difficulties can be identified as distinctive patterns of difficulties relating to the processing of information within a continuum from very mild to extremely severe which result in restrictions in literacy development and discrepancies in performance within the curriculum.
(Reid, 1996) |
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| Dyslexia is evident when accurate and fluent reading and/or spelling develops very incompletely or with great difficulty. This focuses on literacy learning at the word level and implies that the problem is severe and persistent despite appropriate learning opportunities. It provides the basis for a staged process of assessment through teaching.
(British Psychological Society, 1999) |
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| and implies that the problem is severe and persistent despite appropriate learning opportunities. It provides the basis for a staged process of assessment through teaching.
(British Psychological Society, 1999) |
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| Dyslexia is a combination of abilities and difficulties which affect the learning process in one or more of reading, spelling and writing. Accompanying weaknesses may also be seen in speed of processing, short term memory, sequencing, auditory and visual perception, spoken language and motor skills.
(British Dyslexia Association, 2000) |
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| Dyslexia is a difficulty with literacy which results in a person requiring a set of accommodations* to be made to enable them to demonstrate their abilities.
*Accommodations here can be defined as a set of enabling arrangements which are put in place to ensure that the dyslexic person can demonstrate their strengths and abilities and show attainment.
(Crombie, 2002)
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| Definitions vary as a result of different perspectives on dyslexia which have evolved from different research into these difficulties. Such variations have resulted in dyslexia being viewed as controversial. It has been researched in line with the following theories:
- behavioural – that which is observed so that a list of descriptors can be utilised – this has given rise to the discrepancy theory which compares ability with performance particularly in respect of reading, writing and spelling.
- cognitive – which looks at a causal explanation e.g. working memory deficit or poor short term memory and processing difficulties with auditory and/or visual information.
- Biological/neurological – differences in the way the brain is formed and how it functions and the relationship between the left and right hemispheres of the brain.
The definitions provided here have links to two of these perspectives namely behavioural and cognitive, both of which have a relationship with education as it affects the learning and teaching process. In addition, environmental influences may affect how dyslexia impacts on an individual. Other definitions may exemplify all three of the above perspectives. Frith (1996) discusses the biological theory of dyslexia.
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