Dyslexia Definition and consequences Brussels 2 October 2013 Pernilla Söderberg EDA/Linnaeus University pernilla.soderberg.juhlander@lnu.se

Dyslexia ”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” (International Dyslexia Association, 2002).

Dyslexia is not depending of intelligence, it various depending of genes and environment. (Frith, 2002)

The underlying problem, phonological deficits follow the individual during the whole lifetime but a supportive environment can reduce the difficulties. (Svensson & Jacobson, 2003)

Word decoding development (Jacobson et al, 1998) No differences: Sex Intelligence School class

Choice of National programs in upper secondary school

Marks in Upper Secondary School Basic subjects Swedish English Math. Marks (percentage) RD Cont Fail 14 38 9 31 3 Pass 79 49 60 64 43 Pass with distinction 5 45 2 34 37 Pass with special distinction 6 26 17

Highest level of eudcation (Nordström et al 2012)

Students with dyslexia in higher education 32% left higher education One third of the students with dyslexia who finally entered higher education programmes, did not complete their education even if the national policy documents gave them right of support to be able to succeed academically (Olofsson et al 2012).

Dyslectic problem also affect employment situation negatively (Macloughin, Leather & Stringer, 2013)

Jacobson, 2013

Early identification and early intervention Early identification and early intervention (Söderberg Juhlander, 2002) Word decoding in grade 2 Early identification of Phonological awareness (PA) before formal reading instruction and early intervention of PA and individual adopted reading instructons.

Conclusions Dyslexia affect academic success negatively at every level in the education system as well as employment situation That in turn affects the self-esteem With accurate and efficient early, individually adapted support, training and assistive technology, the dyslectic problem may not be so big and hinder in education, working situation or affect the self-esteem Policy documents is good but not enough Knowledge and financial support in the education system is necessary to adopt individual solutions