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Dyslexia is a specific learning disability that is neurobiological in origin. It is characterised by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.

Let's break down the key elements of this definition:

• Neurobiological in Origin: Dyslexia stems from differences in the brain's structure and function, particularly in areas responsible for processing language. It's not a result of lack of intelligence, motivation, or poor instruction.
• Difficulties with Accurate and/or Fluent Word Recognition: Individuals with dyslexia may struggle to identify words correctly when reading (accuracy) and may read slowly and laboriously (fluency).
• Poor Spelling and Decoding Abilities: Spelling often reflects the same underlying phonological difficulties as reading. Decoding refers to the ability to break down words into their individual sounds (phonemes) and blend them together to read. This is a fundamental skill for reading unfamiliar words.
• Deficit in the Phonological Component of Language: The core difficulty in dyslexia lies in phonological processing – the ability to understand and manipulate the sounds of language. This can affect tasks like:
  • Phonological Awareness: Recognising and working with the individual sounds in spoken words (e.g., identifying the first sound in "cat").
  • Phonological Memory: Holding and manipulating sounds in short-term memory.
  • Rapid Automatised Naming (RAN): Quickly naming familiar visual symbols like letters or numbers.
• Unexpected in Relation to Other Cognitive Abilities and Effective Instruction: The reading difficulties experienced by individuals with dyslexia are often surprising given their overall intelligence and the quality of reading instruction they have received. This highlights that dyslexia is a specific learning disability, not a general intellectual deficit.
• Secondary Consequences: Difficulties with word recognition and fluency can lead to problems with reading comprehension. Because reading may be a struggle, individuals with dyslexia may read less, which can impact vocabulary development and the acquisition of background knowledge.

In simpler terms:

Dyslexia is a lifelong learning difference that primarily affects reading and related language-based skills, such as spelling. It's not about being "not smart enough" or "lazy". Instead, it's due to how the brain processes language sounds, making it harder to connect those sounds to letters and words. With appropriate instruction and support, individuals with dyslexia can learn to read and succeed academically and in life. It's important to recognise dyslexia early and provide evidence-based interventions that focus on phonological awareness, phonics, fluency, vocabulary, and comprehension strategies.