“Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling. Characteristic features of dyslexia are difficulties in phonological awareness, verbal memory and verbal processing speed. Dyslexia occurs across the range of intellectual abilities. It is best thought of as a continuum, not a distinct category, and there are no clear cut-off points. Co-occurring difficulties may be seen in aspects of language, motor co-ordination, mental calculation, concentration and personal organisation, but these are not, by themselves, markers of dyslexia. A good indication of the severity and persistence of dyslexic difficulties can be gained by examining how the individual responds or has responded to well founded intervention.”
(Rose, 2009)

Dyslexia is a difficulty in processing language or sounds impacting upon the acquisition of reading and spelling skills. The Rose Report of 2009 categorised dyslexia as a difficulty in processing phonological information, including an ability to discriminate sounds, remember sounds, and is now considered the most accurate definition of this complex learning difficulty.

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