The Prentice School

What is Dyslexia (Specific Language Disability)?

Specific Language Disability children are those with average to superior intelligence whose achievement in language skills – reading, penmanship, spelling, oral, and/or written expression - is not commensurate with their intelligence, in spite of educational opportunities, socio-economic background, and even the desire to learn. They are not mentally deficient, brain damaged, or emotionally disturbed; nor do they have learning disabilities per se. Their difficulties are specific to language skills and are in no way global in nature. They are responsive to multi-sensory instruction taught by trained teachers. Their learning depends upon the degree of the disability, when instruction begins, native intelligence, and the skill of the teachers. (Beth H. Slingerland)

As defined by The International Dyslexia Association, 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 the growth of vocabulary and background knowledge. (adopted by the Board of Directors on November 12, 2002)