3.2 The Rose Report and the BDA: unpacking the definition of dyslexia
The Rose Report was published in June 2009 by Sir Jim Rose, a former Chief Inspector of Primary Education and Director of Inspection for the Office for Standards in Education in England. The Rose Report affirmed the existence of dyslexia and suggested curricular enhancements aimed at improving literacy outcomes for dyslexic students, including: multisensory approaches; a focus on systematic phonics as the cornerstone of literacy instruction; and specialised training for teachers to more effectively identify and support children with that condition. The report also drew from published research and input from practitioners to create a comprehensive definition for dyslexia.
The UK education system as well as the British Dyslexia Association (BDA) followed the definition by the Rose Report. The definition reads as follows:
Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling. Characteristic features of dyslexia are difficulties in phonological awareness, verbal memory, and verbal processing speed. Dyslexia occurs across the range of intellectual abilities. It is best thought of as a continuum, not a distinct category, and there are no clear cut-off points. Co-occurring difficulties may be seen in aspects of language, motor co-ordination, mental calculation, concentration, and personal organisation, but these are not, by themselves, markers of dyslexia. A good indication of the severity and persistence of dyslexic difficulties can be gained by examining how the individual responds or has responded to well-founded intervention.
Watch this three-minute video produced by the British Dyslexia Association:
The BDA, established in 1972, is a key advocate for dyslexic people in the UK. Its website serves as a starting point for many navigating dyslexia. Over five decades, the BDA has revised its definition of dyslexia to reflect scientific and societal changes. The current definition, adopted in 2010, includes the Rose Report’s six-sentence definition and two additional sentences by the BDA board. Let’s break down this definition sentence by sentence, in order to build a more comprehensive understanding of the core characteristics of dyslexia.
Practical and cognitive difficulties: the first two sentences of Rose’s definition focus on practical and cognitive matters. They outline the challenges dyslexic people face with reading, writing, and speaking, and highlight the role of phonological processing in these difficulties. These aspects are particularly relevant in formal adult education. The definition also notes the importance of phonological short-term memory (verbal memory) and reveals a significant correlation between the speed of naming letters and digits and reading ability.
Specific learning difficulty: the third sentence defines dyslexia as a specific learning difficulty, not an intellectual deficit. Traits like poor working memory or slower verbal processing speed are evidence of environmental barriers, not lower intelligence.
Dyslexia as a continuum: the fourth sentence views dyslexia as a continuum condition, expanding the accessibility of diagnosis and intervention to a broader range of individuals. Even ‘high-functioning’ dyslexic people face challenges due to their unique cognitive processes. This is particularly relevant for ‘compensated dyslexics’, who developed coping strategies in early education but may struggle in different settings like higher education. Despite not fitting the typical dyslexic profile, they can still benefit from targeted intervention.
Beyond literacy: the fifth sentence of Rose’s definition recognises that dyslexia can affect individuals beyond the literary elements, impacting areas like self-directed study and personal organisation. For example, many dyslexic students struggle when moving from school to a higher education environment, where most elements of their study expect them to be self-directed. In these circumstances, poor personal organisation can have a debilitating effect, for example causing difficulties with planning their academic work or seeking specialist support (even proactively).
Response to intervention: the sixth and last sentence of Rose’s definition of dyslexia recognises that the individual’s response (or past responses) to well-established intervention can provide valuable insights into their condition.