Dyslexia Guidance for Families and Schools
There is no one agreed definition of dyslexia, and despite the considerable level of research, the numbers of pupils and causes of dyslexia vary widely.
In the interest of improving outcomes for children and young people with specific literacy difficulties, and to provide clarity for parents and professionals, Stockport has adopted the following definitions;
The Rose Report, published in June 2009, endorsed by the Government states;
‘’ Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling.’’
The definition acknowledges that;
- Characteristic features of dyslexia are difficulties in phonological awareness, memory and processing speed.
- Dyslexia occurs across a range of intellectual abilities.
- It does not depend on identifying a specific profile of underlying features that need to be identified in order to demonstrate that a child has dyslexia.
- Complexities may be seen in aspects of language, co-ordination, mental calculation, concentration and personal organisation, but these are not, by themselves markers of dyslexia.
- A good indication of the severity of dyslexic difficulties can be gained by looking at how the child or young person responds or has responded to well-founded interventions and supporting strategies.
To support children, families and schools, Stockport has developed the following Guidance.