Dyslexia is a specific learning disorder (SLD). It affects the ease and accuracy of reading. In many cases, it also impacts spelling and writing. Children with dyslexia often show strengths in other areas, such as oral language or problem‑solving.
Many school‑aged children experience learning challenges. Around 10–20% may have mild to moderate difficulties. In addition, a further 5–10% may need long‑term support. Most children who struggle with learning experience difficulties with literacy
What does research tell us about dyslexia?
Research shows that dyslexia is neurodevelopmental. It affects the parts of the brain involved in language processing. In many families, a history of dyslexia or other learning difficulties increases the likelihood of having dyslexia.
The exact cause is not fully known. However, brain imaging studies show that the dyslexic brain processes written words differently. In particular, it has more difficulty processing phonemes, which are the smallest units of sound in language. As a result, children with dyslexia may find it harder to identify, work with, and remember the sounds in words. This pattern is known as a phonological processing difficulty.
Importantly, dyslexia is not caused by low intelligence. It is also not caused by vision problems. Even so, many children with dyslexia show strong skills in areas such as sport, art, maths, or oral language.
Dyslexia is a lifelong condition. However, early identification and evidence‑based teaching can make a significant difference. With the right support, children with dyslexia can learn to read alongside their classmates.
What skills support reading and spelling?
Research has identified the key skills needed for reading and spelling. In 2005, the National Inquiry into the Teaching of Literacy in Australia (the Rowe Report) outlined five essential components.
These five components include:
• Phonemic awareness: recognising and working with the sounds in spoken words
• Phonics: understanding the relationships between letters and sounds
• Fluency: reading with accuracy, speed, and natural expression
• Vocabulary: learning new words and their meanings
• Comprehension: understanding what is read and thinking about the meaning
These findings match international research. They are consistent with recommendations from the International Dyslexia Association and the Rose Report in the United Kingdom.
How we use research in our assessments
At the Literacy and Learning Centre, we use current research to guide our assessments. This helps us provide clear and detailed information about your child’s learning profile. As a result, families gain a better understanding of the reasons for reading and spelling difficulties. This understanding supports informed decisions about next steps.
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If you would like more information about dyslexia or the assessment process, our team is here to help.
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