This page offers a more in depth definition of dyslexia.
A briefer, simpler explanation can be found on this sections main page
'DAS' formal definition of Dyslexia
Dyslexia is a neurologically based specific learning difficulty that is characterised by difficulties in one or more of reading, spelling and writing. Accompanying weaknesses may be identified in areas of language acquisition, phonological processing, working memory, and sequencing. Some factors that are associated with, but do not cause, dyslexia are poor motivation, impaired attention and academic frustration.
The extent to which dyslexia is apparent in a particular language is affected by the quantity and quality of exposure to that language and other languages. Dyslexics are likely to have greater difficulty with languages that have more complicated orthographic, phonological and/or grammatical systems.
The effects of dyslexia can be largely overcome by skilled specialist teaching and the use of compensatory strategies.
Dyslexia Association of Singapore, 2003
Josh's story - a typical dyslexic ?
The best way to really understand dyslexia is to know how it effects dyslexic people. Of course every dyslexic is different but Josh's story is fairly typical of the dyslexic children we see at the DAS.
Even before Josh began Primary school it was clear that he was a highly capable child; he had little difficulty understanding new ideas and he was exceptional at creating things with his hands - he never failed to impress if he was given a paintbrush, lego or even a puzzle.
Josh was eager to start school and initially he learnt quickly and thoroughly enjoyed it. However as school began to focus more on reading and writing he struggled to keep up with his peers.
Josh's teachers could not understand why a student who seemed to be intelligent and who could express himself so effectively when he spoke was producing such poor written work. Without an alternative explanation many decided he was just careless, lazy and/or disobedient. It didn't help that Josh was very disorganised and couldn't remember a list of instructions, such as the homework he had been set.
Josh always dreaded being asked to read aloud. He read so slowly and inaccurately that his teachers felt he was 'playing the fool' and his peers just thought he was a complete fool (and they willingly told him so).
Josh didn't say much about what was happening at school but his mother realised that his nightmares and bouts of sickness were almost always linked to an event at school or his returning to school after a short break.
However Josh's greatest problem was not other people's opinions but how he had begun to feel about himself. Josh was fully aware that he was underachieving and he knew that he had not been able to do what other children in his class were capable of. It was incredibly frustrating for him; he understood what he had been taught but he could never demonstrate his knowledge to anyone else because tests always required him to read and write. With no other explanation for his problems Josh eventually decided that the only reason he could be having such difficulty at school was because he was stupid.
The situation would most likely have continued had it not been for one of Josh's teachers. She recognised that his difficulties were suggestive of dyslexia and persuaded Josh's parents to take him to see one of the Dyslexia Association's Psychologists. It took some time before Josh's parents arranged the meeting because they had to be convinced that Josh was not simply 'being a mischievous boy'.
Following the psychological assessment Josh and his parents were told that he was severely dyslexic. Josh's parents were surprised to find that rather than being upset at the news, Josh responded incredibly well. He finally had proof that he was intelligent and he now understood the reason for his difficulties at school. The assessment was very much a turning point for Josh; he began to attend special lessons for a couple of hours a week. The lessons not only taught him the literacy skills that he lacked but the teachers ensured he developed the self-belief needed to tackle his difficulties.
Josh was not suddenly cured of his dyslexia and he certainly had to work harder than others of similar ability who did not have dyslexia. However he developed sufficient skills and strategies to allow him to cope well enough to achieve his academic potential. In fact Josh is now consistently achieving top grades in his academic work and unless you know him well it is as if he does not have a learning difficulty. But he has managed to be so successful because of his own hard work and the skills and strategies he has been taught.
As we stated at the beginning of this story every dyslexic is different but Josh's story is very common amongst the dyslexics we see at the Dyslexia Association of Singapore. If you feel that someone you know is dyslexic why not recommend them for an assessment with us.
