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Incidence of other learning disabilities in children who have been identified as dyslexic

Pamela Deponio

University of Edinburgh pamela_deponio@education.ed.ac.uk

Abstract

Dyslexia has been described as a 'variable syndrome' (Pumfrey, 1991) with each learner displaying an individual pattern of differences. This, plus the lack of a universally agreed definition, ensures that the assessment process is seldom straightforward. Common indicators between dyslexia and other specific learning difficulties further complicate identification. Research into specific learning difficulties suggests that some children may display a co-occurrence of specific difficulties. In such a case a 'dual diagnosis' of, for example, dyslexia / dyspraxia may be offered. Kaplan et al (2001) question whether children really do display several co-occurring difficulties or whether they actually display variable manifestations of the one underlying impairment, which they refer to as 'atypical brain development.' The above factors, plus the increasing recognition of different specific learning difficulties, for example, Dyspraxia, Specific Language Impairment, ADHD, and Asperger's syndrome raises serious implications for identification and assessment. Confirmation of one may deprive a child of appropriate support for another, unless more holistic forms of assessment are adopted. This paper discusses an investigation into the possible co-occurrence of specific learning difficulties in children who have been identified as dyslexic.

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