In 2009 Sir Jim Rose’s Report on 'Identifying and Teaching Children and Young People with Dyslexia and Literacy Difficulties’ gave the following description of dyslexia, which was adopted by the British Dyslexia Association  (BDA) Management Board, but with the addition of the further paragraph:  

'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.'

In addition to these characteristics, the BDA acknowledges the visual and auditory processing difficulties that some individuals with dyslexia can experience, and points out that dyslexic readers can show a combination of abilities and difficulties that affect the learning process.  Some also have strengths in other areas, such as design, problem solving, creative skills, interactive skills and oral skills.

In October 2007, the BDA Management Board approved the following definition:

“Dyslexia is a specific learning difficulty that mainly affects the development of literacy and language related skills. It is likely to be present at birth and to be life-long in its effects. It is characterised by difficulties with phonological processing, rapid naming, working memory, processing speed, and the automatic development of skills that may not match up to an individual's other cognitive abilities.  It tends to be resistant to conventional teaching methods, but its effect can be mitigated by appropriately specific intervention, including the application of information technology and supportive counselling.”

Signs to look out for:

The following difficulties may be associated with dyslexia if they are unexpected for the individual's age, educational level, or cognitive abilities. 

  • Has difficulty decoding single words (reading single words in isolation)

  • May be slow to learn the connection between letters and sounds

  • May confuse small words – at/to, said/and, does/goes

  • Makes consistent reading and spelling errors including:

    • Letter reversals – d for b as in, dog for bog

    • Word reversals – tip for pit

    • Inversions – m and w, u and n

    • Transpositions – felt and left

    • Substitutions – house and home

  • May transpose number sequences and confuse arithmetic signs (+ - x / =)

  • May have trouble remembering facts or following instructions

  • May be slow to learn new skills; relies heavily on memorizing without understanding

  • May be impulsive and prone to accidents

  • May have difficulty planning

  • Often uses an awkward pencil grip (fist, thumb hooked over fingers, etc.)

  • May have trouble learning to tell time

  • May have poor fine motor coordination

  • Excerpted from: ABC's of Dyslexia. (2000). International Dyslexia Association.