Dyslexia is a neurologically-based, often familial, disorder which interferes with the acquisition and processing of language. Varying in degrees of severity, it is manifested by difficulties in receptive and expressive language, including phonological processing, in reading, writing, spelling, handwriting, and sometimes in arithmetic. Dyslexia is not the result of lack of motivation, sensory impairment, inadequate instructional or environmental opportunities, or other limiting conditions, but may occur together with these conditions.
Dysgraphia is a learning disability that affects writing, which requires a complex set of motor and information processing skills. Dysgraphia makes the act of writing difficult. It can lead to problems with spelling, poor handwriting, and putting thoughts on paper. People with dysgraphia can have trouble organizing letters, numbers, and words on a line or page. This can result partly from: Visual-spatial difficulties: trouble processing what the eye sees. Language processing difficulty: trouble processing and making sense of what the ear hears.
A specific learning disability involving innate difficulty in learning or comprehending arithmetic. It is akin to dyslexia and includes difficulty in understanding numbers, learning how to manipulate numbers, learning maths facts, and a number of other related symptoms.
A procedure or way of teaching something, especially a systematic or orderly logical arrangement (usually in steps). Literacy instruction must be very specific to Dyslexia and intensive . According to the Dyslexia Association; a research-based reading instruction methodologies that cover the five components of effective instruction: phonemic awareness, phonics, fluency, vocabulary and comprehension. Instruction should be systematic and sequential, and should be delivered in a multi-sensory fashion.
The way a method is delivered. Such as; dictation or verbal, visually, kinesthetic, multi-sensory, interactive, etc. Also, the components of the delivery or angle of attack.