Development of a Dyslexia Working Definition
Defining dyslexia is a complex and contested process and there are no agreed definitions internationally. The Ministry of Education has drafted this definition as a starting point for our work and as such, it is a working definition with further refinement expected.
Working definition
Dyslexia is a spectrum of specific learning difficulties and is evident when accurate and/or fluent reading and writing skills, particularly phonological awareness, develop incompletely or with great difficulty. This may include difficulties with one or more of reading, writing, spelling, numeracy or musical notation. These difficulties are persistent despite access to learning opportunities that are effective and appropriate for most other children.
People with dyslexia can be found across the achievement spectrum and sometimes have a number of associated secondary characteristics which may also need to be addressed, such as difficulties with auditory and/or visual perception; planning and organising; short term memory; motor skills or social interaction.
People with dyslexia often develop compensatory strategies and these can disguise their difficulties. People with dyslexia can also develop compensatory strengths which can provide an opportunity to further advance their learning.
Early identification followed by a systematic and sustained process of highly individualised, skilled teaching primarily focused on written language, with specialist support, is critical to enable learners to participate in the full range of social, academic and other learning opportunities across all areas of the curriculum.
