Dyslexia is a serious learning disability with wide ranging symptoms but mostly presenting in children as a much lower level of reading ability than would be expected according to the child’s age and intelligence. Many adults are undiagnosed dyslexics or have simply learned to live with or cover up their reading problems over the years.

Sadly, even today dyslexic children are not being picked up within the educational system as a matter of routine and we see many parents who know that there is something wrong and are frustrated that their child has been written off as difficult or even stupid.

The alternatives can be devastating, with a significant number of prisoners diagnosed as dyslexic, however 35% of entrepreneurs are dyslexic too, including famous celebrities such as Richard Branson which indicates that they find ingenious ways of coping with this disability, some more socially acceptable than others.

In recent years, dyslexia has been firmly established as neurological in origin but what exactly causes the problem is still a subject of great debate. Dyslexia very often runs in families so genes are clearly a significant factor.

Dr David Harris has built his research around the neurological aspects of the disorder and his Harris Filters can go a long way towards helping dyslexic children or adults achieve their potential in life.



There are many symptoms associated with dyslexia and you may recognise many of them. The following list will give you an idea of some of the most common symptoms of dyslexia but are by no means exhaustive. A Harris Foundation assessment will also give a clear indication and identify any reading difficulties but a formal diagnosis of dyslexia from an educational psychologist is required in order to get an individual education plan (IEP) that addresses the key areas in place.

The following are very often found in dyslexics and are a good reason to consider an assessment or formal diagnosis.

• A child that is intelligent but that is consistently performing badly at reading and writing skills.

• Generally reduced self-esteem or reduced confidence in comparison to their peers especially in an educational environment when literacy tasks are required.

• A family history of dyslexia or reading difficulties.

• Poor handwriting and spelling skills?.

• Losing their place when reading or often repeating the same line when reading. Many persistently use their finger or other pointer to mark their place on a line when they are reading.

• Complaining of words moving on the page? or seeing the spaces between lines and paragraphs as white rivers when the page itself is white or wiggly worms running through the text.

• Distraction techniques? such as clowning around to cover up their difficulties.

• Appearing not to be paying attention.

• Inappropriately being labelled as stupid, difficult or lazy.

• Delayed speech? and/or mobility development? in early childhood.

• A significant difference between spoken and written language ability.

• Apparent hearing problems. Some may even have passed a standard hearing test. In particular there is a concern with those suffering from Auditory Processing Disorder? (A.P.D.).

• Poor sense of direction, difficulty telling right from left

• Clumsy and Poor Coordination?, such as not being able to catch a ball or throw darts accurately.

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