dyslexia definitions.pdf

DEFINITIONS OF DYSLEXIA
(provided by the EDA)
World Health Organisation (ICD-10 2008):
ENGLISH:
Chapter V, Mental and behavioural disorders (F00-F99)
Disorders of psychological development (F80-F89)
The disorders included in this block have in common: (a) onset
invariably during infancy or childhood; (b) impairment or delay in
development of functions that are strongly related to biological
maturation of the central nervous system; and (c) a steady course
without remissions and relapses. In most cases, the functions
affected include language, visuo-spatial skills, and motor
coordination. Usually, the delay or impairment has been present
from as early as it could be detected reliably and will diminish
progressively as the child grows older, although milder deficits often
remain in adult life.
F81 Specific developmental disorders of scholastic skills
Disorders in which the normal patterns of skill acquisition are
disturbed from the early stages of development. This is not simply a
consequence of a lack of opportunity to learn, it is not solely a result
of mental retardation, and it is not due to any form of acquired brain
trauma or disease.
F81.0 Specific reading disorder
The main feature is a specific and significant impairment in the
development of reading skills that is not solely accounted for by
mental age, visual acuity problems, or inadequate schooling.
Reading comprehension skill, reading word recognition, oral reading
skill, and performance of tasks requiring reading may all be
affected. Spelling difficulties are frequently associated with specific
reading disorder and often remain into adolescence even after some
progress in reading has been made. Specific developmental
disorders of reading are commonly preceded by a history of
disorders in speech or language development. Associated emotional
and behavioural disturbances are common during the school age
period.
"Backward reading"
Developmental dyslexia
Specific reading retardation
Excl.:
alexia NOS (R48.0)
dyslexia NOS (R48.0)
reading difficulties secondary to emotional disorders (F93.-)
F81.1 Specific spelling disorder
The main feature is a specific and significant impairment in the
development of spelling skills in the absence of a history of specific
reading disorder, which is not solely accounted for by low mental
age, visual acuity problems, or inadequate schooling. The ability to
spell orally and to write out words correctly are both affected.
Specific spelling retardation (without reading disorder)
Excl.:
agraphia NOS (R48.8)
spelling difficulties:
•
•
associated with a reading disorder (F81.0)
due to inadequate teaching (Z55.8)
F81.2 Specific disorder of arithmetical skills
Involves a specific impairment in arithmetical skills that is not solely
explicable on the basis of general mental retardation or of
inadequate schooling. The deficit concerns mastery of basic
computational skills of addition, subtraction, multiplication, and
division rather than of the more abstract mathematical skills
involved in algebra, trigonometry, geometry, or calculus.
Developmental:
•
•
•
acalculia
arithmetical disorder
Gerstmann's syndrome
Excl.:
acalculia NOS (R48.8)
arithmetical difficulties:
•
•
associated with a reading or spelling disorder (F81.3)
due to inadequate teaching (Z55.8)
F81.3 Mixed disorder of scholastic skills
An ill-defined residual category of disorders in which both
arithmetical and reading or spelling skills are significantly impaired,
but in which the disorder is not solely explicable in terms of general
mental retardation or of inadequate schooling. It should be used for
disorders meeting the criteria for both F81.2 and either F81.0 or
F81.1.
Excl.:
specific:
•
•
•
disorder of arithmetical skills (F81.2)
reading disorder (F81.0)
spelling disorder (F81.1)
F81.8 Other developmental disorders of scholastic skills
Developmental expressive writing disorder
F81.9 Developmental disorder of scholastic skills, unspecified
Knowledge acquisition disability NOS
Learning:
•
•
disability NOS
disorder NOS
DEUTSCH:
Kapitel V (Psychische und Verhaltensstörungen (F00-F99)
Entwicklungsstörungen (F80-F89)
F81.-
Umschriebene Entwicklungsstörungen schulischer
Fertigkeiten
Es handelt sich um Störungen, bei denen die normalen Muster
des Fertigkeitserwerbs von frühen Entwicklungstadien an gestört
sind. Dies ist nicht einfach Folge eines Mangels an Gelegenheit zu
lernen; es ist auch nicht allein als Folge einer
Intelligenzminderung oder irgendeiner erworbenen
Hirnschädigung oder -krankheit aufzufassen.
F81.0
Lese- und Rechtschreibstörung
Das Hauptmerkmal ist eine umschriebene und bedeutsame
Beeinträchtigung in der Entwicklung der Lesefertigkeiten, die
nicht allein durch das Entwicklungsalter, Visusprobleme oder
unangemessene Beschulung erklärbar ist. Das Leseverständnis,
die Fähigkeit, gelesene Worte wieder zu erkennen, vorzulesen
und Leistungen, für welche Lesefähigkeit nötig ist, können
sämtlich betroffen sein. Bei umschriebenen Lesestörungen sind
Rechtschreibstörungen häufig und persistieren oft bis in die
Adoleszenz, auch wenn einige Fortschritte im Lesen gemacht
werden. Umschriebenen Entwicklungsstörungen des Lesens gehen
Entwicklungsstörungen des Sprechens oder der Sprache voraus.
Während der Schulzeit sind begleitende Störungen im
emotionalen und Verhaltensbereich häufig.
Entwicklungsdyslexie
Umschriebene Lesestörung
"Leserückstand"
Exkl.: Alexie o.n.A. ( R48.0 )
Dyslexie o.n.A. ( R48.0 )
Leseverzögerung infolge emotionaler Störung ( F93.- )
F81.1
Isolierte Rechtschreibstörung
Es handelt sich um eine Störung, deren Hauptmerkmal in einer
umschriebenen und bedeutsamen Beeinträchtigung der
Entwicklung von Rechtschreibfertigkeiten besteht, ohne
Vorgeschichte einer Lesestörung. Sie ist nicht allein durch ein zu
niedriges Intelligenzalter, durch Visusprobleme oder
unangemessene Beschulung erklärbar. Die Fähigkeiten, mündlich
zu buchstabieren und Wörter korrekt zu schreiben, sind beide
betroffen.
Umschriebene Verzögerung der Rechtschreibfähigkeit (ohne
Lesestörung)
Exkl.: Agraphie o.n.A. ( R48.8 )
Rechtschreibschwierigkeiten:
· durch inadäquaten Unterricht ( Z65 )
· mit Lesestörung ( F81.0 )
F81.2
Rechenstörung
Diese Störung besteht in einer umschriebenen Beeinträchtigung
von Rechenfertigkeiten, die nicht allein durch eine allgemeine
Intelligenzminderung oder eine unangemessene Beschulung
erklärbar ist. Das Defizit betrifft vor allem die Beherrschung
grundlegender Rechenfertigkeiten, wie Addition, Subtraktion,
Multiplikation und Division, weniger die höheren mathematischen
Fertigkeiten, die für Algebra, Trigonometrie, Geometrie oder
Differential- und Integralrechnung benötigt werden.
Entwicklungsbedingtes Gerstmann-Syndrom
Entwicklungsstörung des Rechnens
Entwicklungs-Akalkulie
Exkl.: Akalkulie o.n.A. ( R48.8 )
Kombinierte Störung schulischer Fertigkeiten ( F81.3 )
Rechenschwierigkeiten, hauptsächlich durch inadäquaten
Unterricht ( Z65 )
F81.3
Kombinierte Störungen schulischer Fertigkeiten
Dies ist eine schlecht definierte Restkategorie für Störungen mit
deutlicher Beeinträchtigung der Rechen-, der Lese- und der
Rechtschreibfähigkeiten. Die Störung ist jedoch nicht allein durch
eine allgemeine Intelligenzminderung oder eine unangemessene
Beschulung erklärbar. Sie soll für Störungen verwendet werden,
die die Kriterien für F81.2 und F81.0 oder F81.1 erfüllen.
Exkl.: Isolierte Rechtschreibstörung ( F81.1 )
Lese- und Rechtschreibstörung ( F81.0 )
Rechenstörung ( F81.2 )
F81.8
Sonstige Entwicklungsstörungen schulischer Fertigkeiten
Entwicklungsbedingte expressive Schreibstörung
F81.9
Entwicklungsstörung schulischer Fertigkeiten, nicht näher bezeichnet
Lernbehinderung o.n.A.
Lernstörung o.n.A.
Störung des Wissenserwerbs o.n.A.
American Psychiatric Association:
DSM-5/ DSM-V updated definition of dyslexia is scheduled for release in
May 2013 (www.dsm5.org/)
European Dyslexia Association:
Dyslexia is a difference, which makes the acquiring and using of reading,
spelling and writing skills difficult. This difference is neurological in origin.
Researchers acknowledge that there are many possible causes of dyslexia,
including genetic.
The cognitive difficulties underlying these differences can also affect
organisational skills, calculation abilities and other cognitive and emotional
abilities.
It may be caused by a combination of difficulties in phonological
processing, working memory, rapid naming, sequencing and the
automaticity of basic skills.
Furthermore, across Europe, the diversity of educational opportunity and
languages and the multilingual demands, socio-cultural backgrounds, have
a significant influence on the manifestation of difficulties and life-chances
for children, and adults with dyslexia.
Alongside these issues is the ongoing challenge for people with dyslexia in
navigating through life in a largely non-dyslexia friendly world.
There is no relationship between a person's level of intelligence, individual
effort or socio-economic position and the presence of dyslexia (2007).
International Dyslexia Association (USA):
Dyslexia is a language-based learning disability. Dyslexia refers to a
cluster of symptoms, which result in people having difficulties with specific
language skills, particularly reading. Students with dyslexia usually
experience difficulties with other language skills such as spelling, writing,
and pronouncing words. Dyslexia affects individuals throughout their lives;
however, its impact can change at different stages in a person’s life. It is
referred to as a learning disability because dyslexia can make it very
difficult for a student to succeed academically in the typical instructional
environment, and in its more severe forms, will qualify a student for
special education, special accommodations, or extra support services.
(IDA website, visited 2012-11-00)
-------------------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:
November 12, 2002)
British Dyslexia Association:
(as well used by the Cyprus Dyslexia Association)
Dyslexia is a specific learning difficulty which mainly affects the
development of literacy and language related skills. It is likely to be
present at birth and to be lifelong 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 effects
can be mitigated by appropriately specific intervention, including the
application of information technology and supportive counselling (2007).
Sir Jim Rose Report (UK 2009)
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 coordination, 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)
Austrian Federal Dyslexia Association (ÖBVL):
Der Österreichische Bundesverband Legasthenie sieht Legasthenie (LeseRechtschreibschwäche) und Dyskalkulie (Rechenschwäche) als
Manifestation einer heterogenen Vielfalt organischer, kognitiver und
psychosozialer Störungen, die einzeln oder synergetisch wirksam sind.
APEDA-France : Association de parents d’enfants en difficultés
d’apprentissage du langage écrit.
Loi n°2005-102 du 11 février 2005 pour l'égalité des droits et des
chances, la participation et la citoyenneté des personnes handicapées
« Constitue un handicap, au sens de la présente loi, toute limitation
d’activité ou restriction de participation à la vie en société subie dans son
environnement par une personne en raison d’une altération substantielle,
durable ou définitive d’une ou plusieurs fonctions physiques, sensorielles,
mentales, cognitives ou psychiques, d’un polyhandicap ou d’un trouble de
santé invalidant. »
La dyslexie, la dyscalculie, la dysphasie, la dyspraxie, la dysgraphie et les troubles de
l’attention/hyperactivité sont considérés comme étant des troubles cognitifs.
La principale innovation de la loi est d'affirmer que tout enfant, tout adolescent
présentant un handicap ou un trouble invalidant de la santé est inscrit dans l'école de son
quartier. Il pourra ensuite être accueilli dans un autre établissement, en fonction du
projet personnalisé de scolarisation. Les parents sont pleinement associés aux décisions
concernant leur enfant. Sont mis en place les équipes de suivi de la scolarisation et les
enseignants référents.
La loi réaffirme la possibilité de prévoir des aménagements afin que les étudiants
handicapés puissent poursuivre leurs études, passer des concours, etc.
Pour bénéficier de la loi, les parents doivent entreprendre des démarches auprès de la
Maison du Handicap, MDPH qui sont très bien explicitées dans les Bulletins APEDA HorsSérie N°7 et N° 8.
Christophe-Loic GERARD :
La dyslexie est un trouble de la dynamique de l'apprentissage du langage
écrit, les performances restant suffisamment en deçà de ce qui est
attendu pour l'âge et l'intelligence de l'enfant et retentissant sur son
rendement scolaire. Ces performances doivent être appréciées au
maximum sous un angle pragmatique :
- fluidité et compréhension de la lecture,
- restitution et transmission d'une information sous forme écrite.
Ce trouble est durable. Au cours de l'évolution il n'y a pas simple décalage
par rapport à l'âge chronologique, mais permanence qualitative des
difficultés, c'est-à-dire, déviance. Même si les enfants arrivent à
compenser leur trouble, la manière dont ils lisent mal demeure la même.
L’association de troubles DYS chez une même personne ou
« cooccurrence » de ces troubles est fréquente : la dysphasie, dyslexie,
dyspraxie, dyscalculie, dysgraphie peuvent s’associer. Il est important de
détecter ces troubles précocement pour les prendre également en
charge.
L’association dysphasie /dyslexie est classique. Une analyse fine du
langage oral des dyslexiques permet parfois de découvrir des difficultés
réceptives. Bon nombre de dysphasies sont révélées par une dyslexie
sévère.
Les statistiques s'accordent sur une proportion de 8% à 10% d’élèves
dyslexiques. Les cas sévères sont moins fréquents, de 1 à 2%. De
nombreux cas frustes passent inaperçus. Le phénomène dysphasique
touche 1% des enfants en âge d'aborder la scolarité.
Stichting Dyslexie Nederland, Netwerk Leerproblemen Vlaanderen
(used in Netherland, Belgium)
Dyslexie is een stoornis die gekenmerkt wordt door een hardnekkig
probleem met het aanleren en het accuraat en/of vlot toepassen van het
lezen en/of het spellen op woordniveau.
FMLS-Sweden:
Dyslexia is an impairment/failure in certain linguistic features, particularly
the phonological (phonology refers to the language's aural form), that are
important to exploit the principles of encoding language. The
reduction/weakness is making itself first and foremost known as a
difficulty achieving an automated word decoding in reading. But it will also
occur as poor spelling. Secondary consequences may include problems in
reading comprehension and reduced reading experience that can impede
growth of vocabulary and education generally. The dyslectic
reduction/weakness is inherited from parents, and we have reason to
believe a genetic disposition that can lead to neurobiological
abnormalities. Characteristic of dyslexia is that the reduction/weakness is
long-lasting and difficult to treat. Although reading gradually becomes
acceptable, mostly spelling problems remain. When a deeper investigation
of phonological abilities is done, you find that weaknesses in this area
often persists into adulthood."(Ingvar Lundberg, recently accepted by the
Swedish national expert committee that is investigating methods of
screening, investigation and intervention concerning pupils with dyslexia
(Evidence based. Please note: Non-official translation into English. Experts
agree that the word "weakness" can be replaced by "failure").