Dyslexia describes a kind of mind, often a gifted and productive mind, which learns in a different way. The word “dyslexia” comes from two Greek words: dys (poor or inadequate) and lexis (words). Thus, the literal definition of dyslexia is poor or inadequate language.

In 2002 the International Dyslexia Association adopted the following working definition for research purposes, and the NICHD has begun to use this definition in its work: Dyslexia is a specific learning disability that is neurological 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.

A person who cannot master language skills such as reading, writing, and spelling, but has had normal learning opportunities and shows ability in other areas, may have dyslexia. For many people with dyslexia, learning language skills is frustrating, and confusing. Over time, continued failure can erode their self-esteem. People with dyslexia are unique. Each has individual strengths and weaknesses. They often have exceptional abilities in disciplines that require visual, spatial, and motor integration. Many are creative and unusually talented in art, athletics, architecture, graphic design, electronics, mechanics, drama, music, or engineering.

Dyslexia is not a disease that needs a cure. Rather, people with dyslexia need specialized, multi-sensory instruction that complements their very different learning needs and styles. With proper instruction, they can master reading, writing, and spelling, and can regain control of their lives.

CHARACTERISTICS COMMON TO PEOPLE WITH DYSLEXIA

• Delayed spoken language
• Errors in letter naming
• Difficulty learning and remembering printed words
• Reversal of letters or sequences of letters in words when read, such as b-d, was-saw, quit-quite
• Repeated spelling errors
• Cramped or illegible handwriting
• Difficulty finding the “right” word when speaking
Slow rate of writing
• Problems with reading accuracy, speed, and comprehension
• Lack of awareness of sounds in words, order of sounds, rhyming, etc.
• Similar problems among relatives
• Inconsistent presentation of symptoms

The International Dyslexia Association does not endorse, accredit, recommend, or evaluate schools, colleges, camps, or institutions, teacher-training  activities, specific educational materials or techniques, diagnostic tests or methods, individual or group practitioners in any such field. The Association is convinced that selection of appropriate diagnostic and/or remedial resources is the responsibility of the inquirer, who alone can best determine the essential elements of compatibility and accessibility.