Preface

Dyslexia is a learning difficulty characterized by problems with reading, writing, and spelling, despite adequate instruction. Characteristic features also include difficulties in phonological awareness, verbal memory, and verbal processing. Difficulties in motor coordination, concentration, personal organization, and with sequencing and mental calculation are co-occurring but should not be taken as indicators of dyslexia by themselves. Dyslexia is unrelated to intelligence and is a life-long condition that can have adverse effects on a person's life. It typically co-occurs with dyspraxia, dyscalculia, and attention-deficit hyperactivity disorder. Common difficulties also include difficulties with phoneme deletion tasks, phoneme addition, and phoneme substitution.

The challenge for individuals with dyslexia is that we live in a society that typically evaluates intelligence based on a person's literacy skills. Consequently, dyslexic people are often made to feel that they are less intelligent, and thus, they are exposed to stigma. They tend to become proficient in reading, but it often takes them longer to achieve fluency. Spelling may improve, but it can also become a life-long difficulty, even if reading is mastered. They may need ongoing support for tasks that require literacy skills, including tasks that require information processing, form filling, and writing. However, despite these difficulties, it is often the case that many people with dyslexia have strong visual, creative, and problemsolving skills. They may be able to think laterally, and their skills in oral communication can be extremely strong. It is therefore important to focus on their strengths rather than highlighting the things that they find most difficult.

If unsupported, there is a risk that children with dyslexia will develop low self-esteem and poor mental health. However, in the United Kingdom alone it can be challenging for parents to secure a timely diagnosis of dyslexia. There is a need to strengthen teacher professional development in this area so that teachers can identify the indicators and provide appropriate support. There is also a need to strengthen the training of pre-service teachers so that they have better knowledge of dyslexia and other disabilities. Training can help to develop knowledge but also change teachers' mindsets and dispel common misconceptions. Children with dyslexia are not less intelligent than their peers. They have a specific learning difficulty rather than a general learning difficulty and their literacy skills can improve with appropriate intervention, including opportunities for overlearning. With high-quality teaching and support, including the creation of a 'can-do' culture in schools, children can attain and achieve good long-term outcomes. Their dyslexia must not become a barrier to their success.

I am very grateful to the authors who contributed to this book.

**Jonathan, Glazzard** School of Education, University of Hull, Hull, UK
