ABSTRACT
This chapter concerns what is meant by the terms dyslexia and reading disability and the extent to which these frequently used terms add to our ability to understand the problems of the children who have difficulties in learning to read, and to intervene in the ways that are most appropriate. The terms the dyslexia and reading disability are concerned with the first of these – decoding – although poor reading comprehension, writing difficulties and a decline in the motivation to read are often a consequence of this. Statistically, children with the dyslexia or related learning disabilities have the same visual function and ocular health as children without such conditions. Continuing to diagnose the dyslexia in a small proportion of children permits continuation of educational systems that often fail to identify and cater appropriately for the large numbers of struggling the readers.
