The Delphi Study: A new definition of dyslexia

The new definition of dyslexia is: "A set of processing difficulties that affect the acquisition of reading and spelling. The most commonly observed cognitive impairment in dyslexia is a difficulty in phonological processing (i.e. in phonological awareness, phonological processing speed or phonological memory). However, phonological difficulties do not fully explain the variability that is observed. Working memory, processing speed and orthographic skills can contribute to the impact of dyslexia."
In many ways, this is similar to previous definitions; however, there are a few differences.

• There is a greater emphasis on reading fluency. This is particularly important for older teenagers and adults who may have developed compensatory strategies that are effective at word level.
• It focuses on underlying processing difficulties and their impact on reading and spelling.
• It states that the nature and developmental trajectory of dyslexia depends on multiple genetic and environmental influences.
• Orthographic processing difficulties are included as useful markers for dyslexia. These will be evident in some but not all learners with dyslexia. Orthographic processing refers to the brain's ability to recognise, store, and recall the visual patterns of letters within words.
• It is applicable across all age ranges.
• It directs greater attention to co-occurrence and secondary consequences
• It clearly states that dyslexic difficulties exist on a continuum and can be experienced to varying levels of severity.