Dyslexia is a specific learning difficulty that mainly
affects the development of literacy and language
related skills. It is likely to be present at birth and to be life-long in its effects. It is characterised by difficulties with phonological processing, rapid naming, working memory, processing speed and the automatic development of skills that may not match up to an individual’s other cognitive abilities. It tends to be resistant to conventional teaching methods but its effects can be mitigated by appropriately specific intervention, including the application of information technology and supportive counselling.
www.bdadyslexia.org.uk accessed 25 th October 2010
Edge Hill University
Causal Model of Dyslexia (based on Frith 1997) Ref. Morton, J and Frith, U. (1995)Causal Modelling:A structured Approach to Developmental Psychopathology in Ciccehtti D and Cohen DJ( eds) Manual of Developmental Psychopathology pp357-390. Wiley Edge Hill University Biological Cognition Behaviour
Causal Model of Dyslexia (based on Frith 1997) Edge Hill University Biological Genetic Brain differences Cognition Skills Automatisation Phonological Processing Working memory Behaviour Difficulty in learning to read Difficulty in rhyming
SEN code of practice (2001) Edge Hill University
Angold et al (1999) cited in Snowling and Hulme (2009) showed that comorbidity between many developmental disorders, often tend to occur in the same child
Erklani and Rutter (1991)cited in Snowling and Hulme (2009) showed that comorbidity between many developmental disorders occurs much more frequently than expected by chance given the rate of occurrence of the different disorders of the population
Talcott (2009) says that the overlap between dyslexia and other learning difficulties is much greater than previously predicted and the single phenotype of dyslexia is the exception.
Snowling and Hulme (2009) higher incidence of comorbidity than in general population