In 2009, the Scottish Government, Dyslexia Scotland and the Cross Party Group on Dyslexia in the Scottish Parliament agreed a working definition of dyslexia:
“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”
Everyone with dyslexia is different and will have different
strengths, difficulties and strategies that work for them. Here are some examples:
Possible Strengths:
- Can be very creative and enjoy practical tasks
- Strong visual thinking skills e.g. see/think in 3D, visualise structure from plans
- Good verbal skills and good social interaction
- Good at problem solving, thinking outside the box, seeing the whole picture.
Possible Areas of Development:
- Problems with reading, taking notes, remembering numbers, names and details
- Difficulty with time keeping, managing time and organising work
- Difficulties with writing and spelling
- Short term memory problems, sequencing difficulties e.g. following/giving instructions, directions
Concerns should only be raised if the difficulties continue and/or do not change when supported. With the right support, children with dyslexia can reach their potential. Learners with dyslexia will benefit from early identification, appropriate intervention and targeted effective teaching.
(Adapted from Dyslexia Scotland “What is Dyslexia”)
You will find further information for parents and carers here.
You will find further information on:
- Early level Dyslexia Indicators here.
- First level Dyslexia Indicators here.
- Second level Dyslexia Indicators here.
- Third and Fourth level Dyslexia Indicators here.
Useful Links:
