The British Psychological Society\u2019s working definition of developmental dyslexia is:<\/p>\n
\u201cDyslexia is evident when accurate and fluent word reading and\/or spelling develops very incompletely or with great difficulty. This focuses on literacy learning at the \u2018word level\u2019 (reading
\na word with no cues from any context in a sentence, no pictures, etc.) and implies that the problem is severe and persistent despite appropriate learning opportunities. It provides the basis
\nfor a staged process of assessment through teaching.\u201d<\/p>\n
This is the definition that is used during a Renfrewshire collaborative dyslexia identification assessment between school and Educational Psychology. A body of evidence is reviewed to holistically consider the child’s abilities in literacy learning.<\/p>\n
Below is a presentation that explains Dyslexia and the Dyslexia Assessment Process at Todholm:<\/p>\n