Reading Disability (Paralexia, Dyslexia): Definition, History, and Characteristics
Reading disability, also known as paralexia or dyslexia, is a disorder that affects an individual’s ability to read, write, and comprehend written language. Dyslexia is one of the most common learning disabilities, and it is estimated that up to 10% of the population is affected by it (Bruck, 1992). Dyslexia is a neurological disorder, meaning that the brain is not functioning properly in order to process written language. It is not caused by a lack of intelligence or effort, but rather by a difference in the way the brain processes information.
The history of dyslexia dates back to the 19th century, when a German physician named Rudolph Berlin described children who had difficulty learning to read. Berlin suggested that these children’s difficulties were caused by a “defect in the organ of language” (Berlin, 1887). Since then, researchers have identified a wide variety of factors that can contribute to dyslexia, including genetics, environment, and cognitive processes.
Characteristics of dyslexia vary from person to person, but some common signs include difficulty with letter and word recognition, difficulty with phonological awareness, difficulty with reading fluency, difficulty with spelling, difficulty with comprehension, and difficulty with written expression (Lyon, Shaywitz, & Shaywitz, 2003). Additionally, individuals with dyslexia may struggle with organization, memory, and attention.
Reading disability can have a significant impact on an individual’s academic, social, and emotional well-being. Early diagnosis and intervention are important for minimizing the impact of dyslexia and helping individuals reach their full potential.
References
Berlin, R. (1887). Uber einige anomalien des lese- und schreibvermogens. Vierteljahresschrift fur gerichtliche Medicin und öffentliches Sanitatswesen, 14, 139-167.
Bruck, M. (1992). Persistence of dyslexics’ phonological awareness deficits. Developmental Psychology, 28(1), 874-886.
Lyon, G. R., Shaywitz, S. E., & Shaywitz, B. A. (2003). Defining dyslexia, comorbidity, teachers’ knowledge of language and reading: A definition of dyslexia. Annals of Dyslexia, 53(1), 1-14.