Dyslexia meets the digital age

n today’s rapidly evolving world, literacy has expanded beyond focusing on traditional reading, writing and numeracy skills. It now encompasses a broader, more inclusive concept that includes engaging with information, digital skills, media literacy, education for sustainable development and developing job-specific skills. As we strive for greater levels of inclusion for persons with special needs, it is important to explore how individuals with exceptionalities such as dyslexia fit into this new understanding of literacy.

Dyslexia is often understood as a specific learning difficulty that primarily affects an individual’s reading, spelling and writing skills. It has been identified as one of the most common and best-known learning conditions affecting between five to ten per cent of the world’s population, according to the International Dyslexia Association. Therefore, persons from different countries, languages, cultures, ethnic and social backgrounds, whether children or adults, are affected. It is very important to note though that dyslexia does not indicate a lack of intelligence or cognitive ability, nor is it a disease. Individuals can inherit the genetic links for dyslexia if one or more of the person’s parents, grandparents, aunts, or uncles have dyslexia. However, with proper diagnosis, appropriate instruction, hard work, and support from family, teachers, friends, and the wider society, people with dyslexia can succeed in school and later in their adult life. In fact, many possess extraordinary skills such as problem-solving, creativity, and critical thinking.

This is particularly significant within the context of this digital age, with the Internet, the wealth of assistive devices, interactive educational tools, and diverse learning platforms. In this dynamic environment, new possibilities exist through which persons with dyslexia can thrive. So, although they may encounter challenges in traditional areas such as decoding letters, recognising words, and maintaining reading fluency – with the move towards a more inclusive perception of literacy, there has been a shift in the way in which they can access information and engage with written and other content. For example, text-to-speech software converts print into spoken words and allows individuals to listen to text, rather than relying solely on reading. This can enhance comprehension and reduce the cognitive load associated with reading difficulty.

Similarly, speech-to-text software allows for the spoken word to be dictated and converted into written text. In this way, more and more persons with dyslexia can express their ideas without being limited by their ability to write or spell. Also, through the use of dyslexia-friendly fonts, including Arial and Comic Sans, and formatting such as larger characters and line spaces, the text that is produced can appear less crowded. In this domain, there has been support, as well as some debate over the use of colour overlays. It is claimed by some that these thin tinted sheets which add colour to text may improve fluency and speed by relieving the visual stress persons with dyslexia may experience whilst reading on the computer or when reading a book. Yet, for others who oppose this view, it is argued that dyslexia is not a visual issue, but rather a verbal one, and therefore ought to be addressed through deliberately targeting phonological skills and letter knowledge.

Regardless of the perspective, it should be stated that with such great advancements in technological resources comes an even greater responsibility. There is a requirement for all users, those with dyslexia or otherwise, to hone their information, digital, and media literacy skills in order to use these tools sensibly towards acquiring the knowledge and values necessary for shaping a sustainable future. Being able to discern what is reliable and relevant has become even more crucial, particularly with the rise of fake news and propaganda and so, individuals with dyslexia, like others, can benefit greatly from understanding how to critically analyse and interpret information and digital or media messages. By fostering these skills, the vast sea of knowledge can be effectively navigated by individuals as they distinguish between reliable and biased sources, separate fact from fiction, develop a healthy scepticism towards misleading content and make informed decisions.

Finally, with this new and more inclusive definition of literacy, there is the opportunity to acknowledge and address the diverse needs and abilities of individuals. The digital age presents unique opportunities for empowering all persons, including those with dyslexia, through providing access to assistive technology and digital resources and promoting digital and media literacy. By responsibly embracing this paradigm shift, where everyone has the opportunity to develop, thrive and contribute their unique talents, we can create a more inclusive society and a sustainable and equitable future.

Lee Carter, a learning support teacher, is a member of the National Task Force on Literacy Education.