DEMOS Project - Module: Dyslexia

Definitions

There are many definitions and hypotheses about the exact nature of dyslexia. Although researchers haven't agreed on a definitive answer most would accept that dyslexia is physiological in nature, is indicated by a problem with phonological processing and results in difficulties in the acquisition of literacy skills.

Below are three further definitions that reflect the current understanding and context of dyslexia in higher education.

In 1995 a National Working Party was formed using a grant from the HEFCE to examine the current issues in higher education relating to dyslexia. The subsequent report uses the following definition :

'Dyslexia is a complex neurological condition that occurs in approximately 4% of the population, and which primarily affects acquisition and use of written language, memory and organisational skills. It is a legally recognised disability, and there is strong evidence that supports a genetic causation of the condition.'

Dyslexia is estimated to exist in approximately 4% of the population. Other reports suggest up to 10%. This definition points out that dyslexia is constitutional in origin and it affects areas other than literacy ability such as short-term memory and organisational skills. It is also now legally recognised as a disability.

Bournemouth University (1998) suggest the following definition as relevant to students with dyslexia in higher education.

'Dyslexia manifests itself as an imbalance of skills whereby the dyslexic is unable to commit to paper ideas and information which are commensurate with their intellectual ability as evidenced by spoken understanding or demonstration'.

The British Psychological Society (BPS) recently published a report to consider the issues of assessment of dyslexia:

'dyslexia 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 'word level' and implies that the problem is severe and persistent despite appropriate learning opportunities.' BPS (1999)

Here the acquisition of literacy skills is emphasised. It is important to note that the difficulty exists even though the dyslexic student may have had the appropriate schooling.

During the remainder of the module we have interspersed the information with simulations. These are not attempts to replicate the experience of dyslexia, no simulation could ever do this. However, they are intended to aid your reflection about dyslexia. You may like to ask yourself - Did I find this task frustrating? Was I confused by the information presented? Did I find the task difficult? How would this difficulty/ability affect me if I experienced it whilst carrying out my everyday duties?

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