dis-LEK-see-uh (Dyslexia)

While reading in English, we often get confused as to how to pronounce some words, especially if it is something new we have never read or heard before. In such cases, we end up taking help from dictionaries, or in recent times, Google to get a better understanding of the word’s pronunciation.

So, Dyslexia becomes dis-LEK-see-uh.

Now imagine what it would feel like if that confusion was to happen for every word you tried to read? And you didn’t have a dictionary or Google at your disposal!!

Well, that is what it means to have Dyslexia, a learning difficulty that impairs a person’s ability to read and write.

But is that all?

Several previous definitions and criteria have highlighted that Dyslexia is a difficulty in identifying, interpreting and manipulating the sound or the phonological components of a language. That is, it is hard to recognize and use the sounds in language. Thus, pot becomes top.

A new study conducted by the University of Birmingham, the Specific Learning Difficulties Assessment Standards Committee (SASC), King’s College London and the University of Oxford and published in the Journal of Child Psychology and Psychiatry, (Carroll et al, 2025) gave forth the new Delphi Definition of Dyslexia, addressing the dynamic nature of Dyslexia and acknowledging the multiple factors that play a part in its manifestation. The new definition states:

★ Dyslexia is a set of processing difficulties that affect the acquisition of reading and spelling.

★ In Dyslexia, some or all aspects of literacy attainment are weak in relation to age, standard teaching and instruction, and level of other attainments.

★ Across languages and age groups, difficulties in reading fluency and spelling are key markers of Dyslexia.

★ Dyslexic difficulties exist on a continuum and can be experienced to various degrees of severity.

★ The nature and developmental trajectory of Dyslexia depends on multiple genetic and environmental influences.

★ Dyslexia can affect the acquisition of other skills, such as mathematics, reading comprehension, or learning another language.

★ The most commonly observed cognitive impairment in Dyslexia is a difficulty in phonological processing (i.e., in phonological awareness, phonological processing speed, or phonological memory). However, phonological difficulties do not fully explain the variability that is observed.

★ Working memory, processing speed, and orthographic skills can contribute to the impact of Dyslexia.

★ Dyslexia frequently co-occurs with one or more other developmental difficulties, including developmental language disorder, Dyscalculia, ADHD, and Developmental Coordination Disorder.

Julia Carroll, Professor of Psychology in Education at the University of Birmingham who headed the study was quoted as saying “...the process for identifying learning needs and interventions can vary massively from place to place. Adopting a universal definition for Dyslexia is the first step to improving support for children experiencing the challenges of Dyslexia.” (Helen Arkell, Dyslexia Charity).

Following the new Delphi Definition, the International Dyslexia Association (IDA) defines Dyslexia as:

"...a specific learning disability characterized by difficulties in word reading and/or spelling that involve accuracy, speed, or both and vary depending on the orthography. These difficulties occur along a continuum of severity and persist even with instruction that is effective for the individual’s peers. The causes of dyslexia are complex and involve combinations of genetic, neurobiological, and environmental influences that interact throughout development. Underlying difficulties with phonological and morphological processing are common but not universal, and early oral language weaknesses often foreshadow literacy challenges. Secondary consequences include reading comprehension problems and reduced reading and writing experience that can impede growth in language, knowledge, written expression, and overall academic achievement. Psychological well-being and employment opportunities also may be affected. Although identification and targeted instruction are important at any age, language and literacy support before and during the early years of education is particularly effective."

The statements and definition highlight that:

➔ Dyslexia is a set of neurobiological processing difficulties

➔ Despite the age, exposure to teaching, levels or quality of instructions and other attainments, literary attainment remains below expectations

➔ The difficulties relating to Dyslexia exist on a continuum, that is, it varies with respect to the difficulties as well as their degrees

➔ Multiple factors, including genetic and environmental, influence the nature and manifestation of Dyslexia

➔ Regardless of age and language, reading and spelling fluency remain a key aspect of Dyslexia

➔ Phonological components, that is, the sound structure, its awareness and the processing speed, along with orthographic skills, that is, how a language is written, its awareness and memory, largely contribute to the difficulties

➔ Other developmental difficulties, such developmental language disorder, difficulty with mathematical skills (dyscalculia), developmental coordination disorder and Attention Deficit/Hyperactivity disorder (ADHD) may coexist with Dyslexia

Hence, Dyslexia is more than being poor in reading and spellings.

Dyslexia is not the reversal of letters or writing letters & words backwards is only a myth. Many young children reverse letters when learning to write, regardless of whether or not they have Dyslexia.

And Dyslexia is not a disease. It's a lifelong condition someone is born with & the most common Learning Disability.

However, it often goes undiagnosed because parents and teachers like to brush the young and troubled mind’s difficulty off as nothing but mischief and naughtiness.

Most common signs that a young child may be at risk of Dyslexia include:

● Difficulty learning letters and their sounds

● Learning new words slowly

● Difficulty pronouncing longer words

● Difficulty learning the alphabet sequence, days of the week, colours, shapes, and numbers

● Difficulty reading quickly enough to comprehend

● Problems forming words correctly, such as reversing sounds in words or confusing words that sound alike (mat, cat, rat, bat)

● Difficulty learning nursery rhymes or playing rhyming games

● Confused by letters that look similar and write letters the wrong way round (such as "b" and "d")

● Poor or inconsistent spelling

● Understanding information when told verbally, but having difficulty with information that's written down

● Finding it hard to carry out a sequence of directions

● Struggle with planning and organisation

● Difficulty in handwriting and fine-motor coordination

There could be a lot more!

So does that mean the end of a bright future, a successful career, a healthy life?

Think again!

Reports all across the world reveal that Dyslexia may prove to have been a difficulty but could not stop success.

From Bollywood to Hollywood, Emmy winners to Nobel winners, Authors to Scientists, Dyslexia had been a hurdle, not an end.

Early identification and intervention is the key to helping individuals with Dyslexia overcome the difficulty and achieve in school and in life. Educators or therapists specially trained in using a multisensory, structured language approach might be of great help and support you didn’t know your child needed. It is of utmost importance for these individuals to be taught by a systematic and explicit method that involves several senses (hearing, seeing, touching) at the same time. Many individuals with Dyslexia need one-on-one and tailor-made help so that they can move forward at their own pace.

Patience is the key.

And a lot of understanding, of course.

Children with Dyslexia can become easily frustrated by the difficulty they face but more so because it is more than just difficult for them to make others understand what they are going through.

This could lead to other problems where the child may:

● Show signs of depression and low self-esteem

● Have behaviour problems at home as well as at school

● Exhibit anxiety, aggression, and withdrawal from friends, parents and teachers

● Become unmotivated and develop a dislike for school, and

● Success may be jeopardised if the problem remains unaddressed

Needless to say, Dyslexia has nothing to do with a person's intelligence. One could have Superior IQ & be Dyslexic.

The American Brain Foundation explains: “...Dyslexia has no connection to intelligence—only to the complicated brain functions needed to process written language.”

Atypical strengths of children with Dyslexia may include:

● Curiosity

● Great imagination

● Ability to figure things out; get the gist of things

● Eager embrace of new ideas

● A good understanding of new concepts

● Surprising maturity

● A larger vocabulary than typical for age group

● Solving puzzles

● Talent for building models

Dyslexia does not necessarily stop a child from exploring their strengths and building a world for themself. And maybe it is time we don’t either.

Remember, a supportive and positive attitude could give a troubled young mind the boost it always needed.

Let's stay healthy, not only physically but emotionally and mentally as well!

~Mrinmoyee Saha

Counselling Psychologist