Most adults with dyslexia complain of slow reading, problems of spelling and difficulties with written expression. Dyslexia is persistent across the lifespan, and adult outcomes are variable although some young people with dyslexia proceed to a university education, others leave school with minimal qualifications. The core feature of dyslexia is a problem with word decoding, which in turn impacts spelling performance and the development of reading fluency. A growing evidence base of effective interventions suggests that this aim could become a reality.ĭyslexia is a neurodevelopmental disorder with a probable genetic basis, and it is generally agreed that more boys than girls are affected (although the gender ratio is higher in referred samples). The review advocated a three-tier system beginning with high-quality mainstream teaching delivered to all, proceeding with adaptations and catch-up programmes for those ‘at risk’ and finally individualised teaching for those at greatest need. This aspiration was at the core of the recent independent review on dyslexia for UK government, conducted by Sir Jim Rose (2009). This paper begins by reviewing the new proposals for the Diagnostic and Statistical Manual’s (DSM-V) definition of dyslexia and proceeds to examine whether children with dyslexia and related literacy difficulties can be identified based on their response to good quality reading instruction. Such early identification should allow interventions to be implemented before a downward spiral of underachievement, lowered self-esteem and poor motivation sets in.
Against this backdrop, it should be possible for educators to recognise the signs which suggest that a child is at risk of reading failure. Scientific research on dyslexia has burgeoned during the past 50 years, and a great deal is now known about its nature, aetiology and assessment.
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