Dyslexia: Breaking Down the Definition

The International Dyslexia Association created the following definition of dyslexia:

“Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.”

But what does all of this mean? Let’s break it down.

What Does “Specific Learning Disability” Mean?

A specific learning disability (SLD) refers to a condition that affects an individual’s ability to acquire and use skills like reading, writing, or maths, despite normal intelligence. In dyslexia, the specific challenge lies in reading and language processing. It’s important to understand that SLDs are lifelong and affect people differently, meaning someone with dyslexia may struggle in different ways compared to another person with the same condition.

What Does “Neurobiological” Mean?

“Neurobiological” refers to the brain’s structure and functioning. When we say that dyslexia is neurobiological in origin, we mean that the difficulties stem from how the brain is wired to process language. Research has shown that people with dyslexia use different pathways in the brain for reading compared to those without it. It’s not a problem with vision or intelligence, but with how the brain interprets written words.

What is “Accurate and Fluent Word Recognition”?

Accurate word recognition means being able to identify words correctly when reading. Fluent word recognition refers to reading those words quickly enough to comprehend what we are reading and effortlessly enough that we do not use additional cognitive load. For people with dyslexia, recognising words can be slow or filled with mistakes, which affects their ability to read smoothly. This lack of fluency makes reading more difficult and less enjoyable because it requires extra effort and focus.

What Are “Poor Spelling and Decoding Abilities”?

Spelling involves correctly arranging letters to form words, and decoding is the ability to break down words into their individual sounds (phonemes) to read them. In dyslexia, these skills are often impaired. People with dyslexia may struggle to sound out unfamiliar words or may consistently misspell words due to difficulty connecting letters to their sounds.

What is the “Deficit in the Phonological Component of Language”?

The phonological component refers to the sounds that make up words. A deficit in this area means that individuals with dyslexia often have trouble identifying and manipulating the sounds in spoken words. For example, they may find it hard to break a word into syllables or recognise that “cat” and “bat” have similar sound patterns. This deficit is a major reason for the challenges in reading and spelling.

What Does “Often Unexpected in Relation to Other Cognitive Abilities” Mean?

The term “unexpected” in relation to dyslexia refers to the fact that many individuals with dyslexia have average to above-average intelligence and cognitive abilities in areas not related to reading. For example, a child with dyslexia might excel in oral comprehension, problem-solving, or creativity, yet struggle significantly with reading and spelling. This disparity can be an anomaly because their difficulties with literacy seem out of sync with their capabilities in other areas.

What Does “Unexpected in Relation to the Provision of Effective Classroom Instruction” Mean?

This part refers to the fact that even when a child with dyslexia receives high-quality, evidence-based reading instruction, they may still struggle. It’s not due to poor teaching or lack of effort but rather because their brain processes language differently. Depending on the severity, dyslexia can be resistant to typical instructional strategies, meaning that the reading difficulties persist despite appropriate and effective teaching methods being in place. This means more repetition is required in order to cement learning to the long term memory.

Why Do the Secondary Consequences Include Problems in Reading Comprehension and Reduced Reading Experience?

The secondary consequences of dyslexia often include difficulties in reading comprehension. This happens because when word recognition is slow and laborious, the effort of decoding each word leaves little mental energy for understanding the overall meaning of the text. The reader becomes so focused on the mechanics of reading that they miss out on grasping the story or information being presented.

Additionally, people with dyslexia often read less, simply because reading is challenging and not enjoyable. This reduced exposure to reading materials means they don’t encounter as many new words or complex ideas, which limits the growth of their vocabulary and background knowledge. Over time, this can widen the gap between them and their peers, as vocabulary and knowledge are crucial for academic success in later years.

In conclusion, understanding the definition of dyslexia and the terms within it helps clarify why dyslexia presents unique challenges in reading and learning. Dyslexia is not related to intelligence but rather to how the brain processes language. Despite effective instruction, individuals with dyslexia often need more repetition and support. The secondary impacts, like reading comprehension difficulties and limited vocabulary growth, highlight the importance of early identification and tailored interventions to help people with dyslexia thrive. With the right strategies, those with dyslexia can unlock their full potential.