In 2009, the Scottish Government, Dyslexia Scotland and the Cross Party Group on Dyslexia in the Scottish Parliament agreed a working definition of dyslexia:<\/p>\n
\u201cDyslexia 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\u2019s cognitive abilities and may not be typical of performance in other areas\u201d<\/p>\n
Everyone with dyslexia is different and will have\u00a0different
\nstrengths, difficulties and strategies that work for them. Here are some examples:<\/p>\n
Possible Strengths:<\/p>\n
Possible Areas of Development:<\/p>\n
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.<\/p>\n
(Adapted from Dyslexia Scotland \u201cWhat is Dyslexia\u201d)<\/p>\n
You will find further information for parents and carers here.<\/a><\/span><\/p>\n You will find further information on:<\/p>\n Useful Links:<\/p>\n Home | Addressing Dyslexia<\/a><\/span><\/p>\n Hello! | Dyslexia Unwrapped by Dyslexia Scotland<\/a><\/span><\/p>\n Dyslexia Scotland |<\/a><\/span><\/p>\n","protected":false},"excerpt":{"rendered":" In 2009, the Scottish Government, Dyslexia Scotland and the Cross Party Group on Dyslexia in the Scottish Parliament agreed a working definition of dyslexia: \u201cDyslexia 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 … Continue reading Dyslexia<\/span> \n