ABSTRACT
This chapter examines definitions of dyslexia with reference to the Special Educational Needs Code of Practice (DfES, 2001a), the guidance, Data Collection by Type of Special Educational Needs (DfES, 2003), and other sources. I look at estimates of the prevalence of dyslexia and consider literacy difficulties in terms of reading, writing and spelling. I mention causal factors briefly as these also arise in later sections. The chapter then looks at supposed related difficulties each in terms of the nature of the difficulty and the identification and assessment of the difficulty. I examine phonological difficulties; auditory perception and auditory processing difficulties; visual difficulties and visual processing difficulties; motor co-ordination difficulties; short-term verbal memory difficulties; and sequencing difficulties. I then consider identification and assessment in connection with liaison between the teacher, the SENCO and the educational psychologist or other specialist; commercial assessments; and LEA criteria for the statutory assessment of SEN in relation to dyslexia.
