Understanding the New Definition of Dyslexia

Dyslexia is often seen as a condition that influences how individuals learn to read and write. However, it is essential to recognise that dyslexia is a multifaceted experience that goes beyond simple definitions. Over the years, researchers have worked diligently to clarify these complexities, leading to the development of various definitions. In the UK, we have traditionally followed the Rose Definition and the British Dyslexia Association’s supplementary definition. Yet, with the exciting advancements in research, we embrace the new Delphi Definition of dyslexia, created in collaboration with SASC. This marks a significant milestone, as it represents the first universally agreed-upon definition, moving beyond the debates that have characterised previous definitions.

Breaking Down the Science

While these scientific definitions may appear complex at first glance, they provide valuable insights into the experience of dyslexia. Let’s take a moment to explore each part and its meaning, empowering ourselves with knowledge and understanding. The highlighted sections are the words from the Delphi Definition of Dyslexia.

Delphi Definition of Dyslexia

Carroll, J., Holden, C., Kirby, P., Snowling, M. J., & Thompson, P.A. (2024).

Nature

“The nature and developmental trajectory of dyslexia depend on multiple genetic and environmental influences.”

• Genetics: Dyslexia often runs in families, indicating a strong hereditary component.

• Environmental Influences: Factors such as early childhood health and experiences play a crucial role in the development of dyslexia.

• Individual Variability: Different individuals may experience dyslexia in various ways, such as challenges in math versus spelling.

Understanding the interplay of genetic and environmental factors is essential for recognising and supporting individuals with dyslexia.

Manifestation

“Dyslexia is a set of processing difficulties that affect the acquisition of reading and spelling.”

The dyslexic brain has a unique way of processing information, which can lead to diverse and innovative approaches to learning, especially in reading and writing. This distinct processing style highlights the brain's incredible adaptability and potential for creativity.

“The most commonly observed cognitive impairment in dyslexia is a difficulty in phonological processing (i.e. in phonological awareness, phonological processing speed or phonological memory). However, phonological difficulties do not fully explain the variability that is observed.”

Understanding Phonological Processing

Phonological processing is an essential skill that helps us read and write. In any language, words are made up of individual sounds known as phonemes. Each of these sounds is represented by a graphic symbol or grapheme, which is the letter of the alphabet.

For our brains to read and write effectively, we need to identify the sounds in words, which is referred to as phonological awareness. We also need to connect these sounds with the corresponding symbols. This entire process is what we call phonological processing.

When someone experiences dyslexia, it may affect one or more aspects of this process, such as how quickly they can access information, how well they can recall and match the correct symbols, or a combination of these factors.

“Working memory, processing speed and orthographic skills can contribute to the impact of dyslexia.”

Understanding Working Memory

Working memory is a fantastic skill that allows us to hold onto information just long enough to complete tasks that involve multiple steps. This ability is crucial for many everyday activities, helping children navigate their learning and daily routines with ease.

Exploring Orthographic Skills

Orthographic skills are all about recognising, organising, and recalling the patterns of letters and spelling rules in a language. Some children may excel at hearing and identifying sounds through focused phonics support at school. However, they might find it challenging to remember the shapes of letters and the correct order needed to spell words. This is known as orthographic processing difficulties, and with the proper support, children can develop these skills over time!

Impact

“In dyslexia, some or all aspects of literacy attainment are weak in relation to age, standard teaching and instruction, and level of other attainments.”

Supporting Every Child's Unique Journey

After two years of continuous education, many children begin to write clear and somewhat longer sentences independently. Additionally, we often see them becoming more fluent in reading and developing a good understanding of age-appropriate texts. However, every child develops at their own pace, and it's wonderful to celebrate the individual progress they make along the way.

Sometimes, a child experiences challenges such as dyslexia, and their reading and writing skills may not yet align with their age or the time they have spent in school. It’s essential to recognise that this is part of their unique learning journey, and with the proper support and encouragement, they can thrive and make significant strides in their literacy skills.

“Across languages and age groups, difficulties in reading and spelling fluency are a crucial marker of dyslexia.”

Understanding Dyslexia in Multilingual Children

It’s essential to recognise that while certain languages may have more phonological features than others, children with dyslexia can experience processing difficulties in any language, especially if they are multilingual. This includes challenges with working memory and processing speed.

By fostering a supportive environment and understanding the unique needs of multilingual children, we can help them thrive despite these challenges. Encouraging a love for language and providing tailored support can make a significant difference in their learning journey.

Variance and co-occurrence

"Dyslexic difficulties exist on a continuum and can be experienced to various degrees of severity."

Dyslexia: Understanding Its Impact

Dyslexia can present a spectrum of challenges, from mild to more significant difficulties. While there are common characteristics associated with dyslexia, it is essential to recognise that its effects can differ significantly from one individual to another.

"Dyslexia can affect the acquisition of other skills, such as mathematics, reading comprehension or learning another language."

Understanding Dyslexia

Dyslexia affects more than just reading and writing; it can influence academic learning and various aspects of daily life. Children with dyslexia may face challenges in:

• Processing incoming information

• Following written instructions

• Sequencing and planning tasks

• Making decisions

  
  

Mathematics and Dyslexia

In addition to reading and writing, difficulties with mathematics can also be a concern. Children may encounter challenges with:

• Learning times tables

• Solving word problems

By understanding these aspects, we can better support children with dyslexia in their educational journey and daily life.

"Dyslexia frequently co-occurs with one or more other developmental difficulties, including developmental language disorder, dyscalculia, ADHD, and developmental coordination disorder."

The link below will take you to the glossary resource. Here, you can learn what each acronym for the co-occurring conditions means.

In summary

Understanding Dyslexia and Its Strengths

The primary purpose of a definition is to equip assessors with a clear set of criteria to help identify the condition. Previous definitions have highlighted that individuals with dyslexia often exhibit strengths in various areas, such as creative arts and problem-solving skills. While it is unfortunate that these strengths are not included in the Delphi Definition, the SASC guidelines for report writing stress the importance of assessors taking a holistic view of both strengths and difficulties.

The Role of Diagnostic Assessments

A diagnostic assessment will provide parents, carers, and teachers with valuable insights into how the child processes information and learns most effectively. This understanding can empower families and educators to support the child in a way that harnesses their unique strengths while addressing any challenges they may face.

Empowering Children Through Understanding

In addition to academic intervention, parents, carers, and teachers need to assist children in understanding how their brains function. This self-awareness serves as the first step towards realising their dreams. While dyslexia may present specific challenges, it should never be viewed as a reason to avoid putting forth effort or to shy away from challenges.

Tools and Support for Success

With the right tools and support, many individuals with dyslexia achieve remarkable success. It's important to recognise that success is attainable through hard work and determination, regardless of whether one has dyslexia or not. By fostering a positive mindset and encouraging resilience, we can help children navigate their journeys and reach their full potential.

Resources

Click on the link below to read the full article, which is now fully peer-reviewed and published in The Journal of Psychology and Psychiatry.

Toward a consensus on dyslexia: findings from a Delphi study

Julia M. Carroll, Caroline Holden, Philip Kirby, Paul A. Thompson, Margaret J. Snowling, 

the Dyslexia Delphi Panel