Abstract
Developmental dyslexia is defined as a lifelong difficulty in processing linguistic information, marked with noticeable inter- and intra-difference with regard to behavioral facets. It has been described as a learning disability—specific difficulty in acquiring the ability to read and spell. This neurodevelopmental condition can be best understood when perceived from a dimensional rather than categorical perspective, in that way the view of dyslexia as a delay or a difference is promoted. Thus reading ability can be illustrated in a form of a continuum, indicating the existence of substantial individual differences. In comparison with their non-dyslexic peers learners with dyslexia can be expected to occupy rather the bottom end of this continuum. However, the way dyslexia leaves its imprint on behavior considerably varies across individuals. Differences between students with dyslexia manifest themselves in the range (various sets and constellations of behavioral manifestations—symptoms) and intensity of difficulties. In addition, throughout life symptoms of dyslexia observable in a given person undergo dynamic changes under the influence of education, effectiveness of therapeutic activities, and efficiency of compensatory strategies. Thus some features of dyslexia alter with age—characteristic symptoms tend to be evident but then can diminish or disappear at given points in development, while other difficulties can prevail into adulthood. The article discusses the most characteristic behavioral manifestations of dyslexia and their dynamic character.
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Notes
- 1.
In recent publications and educational discourse regarding dyslexia and other specific learning differences (SpLDs) (e.g. dyspraxia, dyscalculia, ADHD, Asperger syndrome) the term learning difference is promoted over the terms learning disability or disorder. It is stressed that individuals with SpLDs should be treated as different rather than deficient with regard to certain skills and abilities (Kormos and Smith, in press).
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Nijakowska, J. (2012). Individual Differences in Language Learners with Dyslexia. In: Pawlak, M. (eds) New Perspectives on Individual Differences in Language Learning and Teaching. Second Language Learning and Teaching. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-20850-8_22
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