An Overview of Dyslexia: Definition, Characteristics, Assessment, Identification, and Intervention

Abstract

Background: Dyslexia is a developmental brain-based type of learning disability that affects a person's ability to read and spell words. Best estimates place 5 percent to 10 percent of the population with the condition, but the incidence of dyslexia is challenging to pinpoint, as the definition of dyslexia varies throughout research. Objective: The purpose of this article is to provide an overview of dyslexia, its characteristics, assessment and identification, and intervention techniques for the condition. Results: Although the disorder varies from person to person, common characteristics among people with dyslexia include difficulty with phonological skills, low accuracy and fluency of reading, poor spelling, and/or rapid visual-verbal responding. Dyslexia is a neurological condition and can be inherited, and recent studies have identified a number of genes that may predispose an individual to developing dyslexia. Identification of dyslexia early requires recognition of characteristics such as difficulty associating sounds with letters, reading dysfluencies, spelling difficulties, challenges with written expression and poor handwriting. Dyslexia assessments can guide professions in ways to best administer treatment, such as via strategies to enhance word training and improve decoding skills. All of these interventions have shown to benefit the reading and writing abilities of persons with dyslexia. Conclusions: The unique nature and presentation of dyslexia varies among individuals. The importance of understanding as much as possible and keeping abreast of the assessment and intervention strategies available is critical to minimizing the long-term effects of dyslexia.

The effect of audio-support on strategy, time, and performance on reading comprehension in secondary school students with dyslexia

“…In line with our expectations, audio-support affected the time students spent on the written text on most tasks: it increased reading time in students with and without dyslexia in open-ended and statement assignments. Even though students with dyslexia had higher reading times, as expected, see, e.g., Roitsch and Watson ( 2019 ), audio-support affected both groups equally. This is in line with Knoop-van Campen and colleagues ( 2020 ) who also showed that audio-support in learning tasks increased study time in university students with and without dyslexia, but contrary to similar research in primary school children who became faster with audio-support (Knoop-van Campen, et al, 2019 ).…”

“…Decoding remains effortful, and reading speed remains slow. In line with the Simple view of Reading (Hoover & Gough, 1990), these decoding problems may have a severe impact on students' reading comprehension (Lyon et al, 2003;Roitsch & Watson, 2019). As ineffective decoding is considered to have a negative effect on the available resources for understanding the text (Smythe, 2005;Wolf & Katzir-Cohen, 2001), reading comprehension can be compromised, because the student can only process a certain amount of information at once.…”

Educational Intervention through a Board Game for the Teaching of Mathematics to Dyslexic Greek Students

“…It is a disorder in one or more of the basic psychological processes involved in understanding or using language, speech or writing and can manifest itself in the imperfect ability of a person to hear, think, speak, read, write or carry out mathematical calculations. The most persistent problem, however, seems to be diction (Roitsch and Watson 2019). More specifically, when a student with dyslexia begins to learn how to read, they have difficulty with the level of voice or sound, which adversely affects spelling and reading.…”

“…More specifically, when a student with dyslexia begins to learn how to read, they have difficulty with the level of voice or sound, which adversely affects spelling and reading. Secondary consequences may include reading comprehension problems and reduced reading experience, which may impede the development of vocabulary and background knowledge (Roitsch and Watson 2019).…”

Rainbow Math

“…Dyslexia affects an estimated 5%–10% of the U.S. population and varies significantly in its severity. Its symptoms also vary depending on age [ 11 ].…”