Dyslexia is defined by IDA (International Dyslexia Association) as “a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.”

Reading disorder is a generic term used to describe a student who struggles with reading, writing and spelling. In 1986, Gough & Turner termed the phrase “garden variety poor reader” when they were discussing the Simple View of Reading. There are three ways a student can struggle with reading. One is the inability to decode. One is the inability to comprehend. One is both. The inability to decode is a characteristic associated with dyslexia. The inability to comprehend is associated with hyperlexia. The final, the inability to do either is associated with the “garden-variety poor reader.” This term indicates that a student with a reading disorder is struggling with either the decoding or comprehension that is not biological in nature.