The word dyslexia is derived from the Greek dys, difficulty with, and lex (from legein, to speak), having to do with words. We encounter words in their many forms when we speak, read, spell, and write, as well as in mathematics and in organizing, understanding, and expressing thought.

 

A definition of Dyslexia, based on information from neuro-scientific and linguistic research, is difficulty in the use and processing of linguistic/symbolic codes – alphabetic letters representing speech sounds, or numeric symbols representing numbers or quantities.

 

Such difficulty is reflected in the language continuum that includes spoken language, written language, and language comprehension.

 

Children with dyslexia typically fail to master the basic elements of the language system of their culture despite traditional classroom teaching.

 

Since language is the necessary tool upon which subsequent academic learning is based, people with dyslexia often encounter difficulty in all educational endeavors.

 

Dyslexia has its genesis in human biology. While not the result of neurological damage, it is the product of neurological development. Dyslexia commonly runs in families, and it varies from mild to severe.

 

Most importantly, the use of the Orton-Gillingham approach by a skilled and experienced teacher can significantly moderate the language learning and processing problems that arise from dyslexia.