Find a provider

Dyslexia definitions

GCVS

Dyslexia is a learning difference, a combination of strengths and weaknesses which affect the learning process in reading, spelling, writing and sometimes numeracy.
People with dyslexia may also have accompanying weaknesses in short term memory, sequencing and the speed at which they process information.
These are skills that everyone needs if they are to learn and work effectively.
Definition originally from British Dyslexia Association 2014

Scottish Government

The following working definition of dyslexia has been developed by the Scottish Government, Dyslexia Scotland and the Cross Party Group on Dyslexia in the Scottish Parliament. This is one of many definitions available.

The aim of this particular definition is to provide a description of the range of indicators and characteristics of dyslexia as helpful guidance for educational practitioners, learners, parents/carers and others. Dyslexia can be described as a continuum of difficulties in learning to read, write and/or spell, which persist despite the provision of appropriate learning opportunities. These difficulties often do not reflect an individual's cognitive abilities and may not be typical of performance in other areas.
The impact of dyslexia as a barrier to learning varies in degree according to the learning and teaching environment, as there are often associated difficulties such as:
• auditory and /or visual processing of language-based information
• phonological awareness
• oral language skills and reading fluency
• short-term and working memory
• sequencing and directionality
• number skills
• organisational ability

Motor skills and co-ordination may also be affected.