To see your child or student struggling is one thing: to know why is quite another. Neuroscience has uncovered many of the roots and processes of reading and where it goes wrong.
Dyslexia has neurological origins and has no relationship with intelligence or desire to learn.
We speak of dyslexia when a child demonstrates difficulty in learning to read, despite adequate instruction, motivation, and intelligence.
Dyslexia may have a genetic origin. There is a 45% chance that a parent's or grandparent's reading struggles will transfer to the child.
Having one of these signs does not mean your child has dyslexia. However, if several signs exist or reading problems persist, you should do our Dyslexia Test.
These vary and may not always be present. They include:
By the age of eight to ten, behavioral symptoms typically start to surface. Introvert children may demonstrate withdrawal, depression, and isolation. Extroverts may demonstrate frustration, anger and rebellion against authority.
All gradually lose confidence in their ability to learn to read, and lose motivation for school work.
Dyslexia authority Linda Siegel PhD strongly recommends screening for dyslexia when three months of primary reading instruction fail to deliver any meaningful progress .
Dynaread offers a free online screening test. If your child displays any of the tendencies discussed we strongly recommend that you take 15 minutes to screen your child.
For more detailed scientific background information, read Reading: What is it, and where does it go wrong in Dyslexia.
 Siegel, Linda S. (2006). Perspectives on dyslexia. Paediatr Child Health. 2006 November; 11(9): 581-587.
Watch a 10 min video explaining very clearly what Dyslexia is, and how it affects your child.
Dyslexia is a specific learning disability that is neurological in origin.
It is characterized 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.