What is Dyslexia?
Dyslexia is a specific learning difficulty that primarily affects the development of reading, spelling, and writing skills. It is not related to intelligence or effort, and individuals with dyslexia often show strengths in areas such as problem-solving, creativity, and critical thinking.
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In 2024, an international expert panel developed the Delphi consensus definition of dyslexia, which is now widely accepted across educational and clinical settings. According to this definition, dyslexia is:
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A specific learning difficulty that is neurodevelopmental in origin.
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Characterised by difficulties with accurate and/or fluent word reading and by poor spelling.
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Persistent and resistant to the typical teaching methods used in mainstream classrooms.
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Often associated with difficulties in phonological processing (understanding and working with the sounds in spoken language).
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Present across the lifespan, though its impact may change over time.
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Often occurring alongside other areas of difficulty, such as working memory, processing speed, and attention.
Dyslexia varies in severity and may look different from one individual to another. Early identification and appropriate support can make a significant difference in a child’s educational journey.
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What to look for:
Ages 6–8 (Key Stage 1–Early Key Stage 2)
At this stage, children are developing foundational literacy skills. It is important to consider that all children progress at different rates. However, some signs that may indicate a risk of dyslexia include:
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Difficulty learning and remembering letter names and sounds (phonics).
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Struggling to blend sounds to read simple words (e.g. “c-a-t” becomes “cat”).
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Reversing or confusing letters, such as b/d or p/q.
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Difficulty learning high-frequency sight words (e.g. “the”, “was”, “said”).
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Poor spelling that may appear phonetically plausible but inaccurate.
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Avoidance of reading or noticeable frustration with reading tasks.
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Slow, effortful handwriting or difficulty forming letters.
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Difficulty with verbal memory tasks (e.g. remembering instructions or new vocabulary)
Ages 8+ (Key Stage 2 and beyond)
By this age, literacy skills are becoming more established, so ongoing difficulties may become more pronounced. Signs to watch for include:
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Slow and/or inaccurate reading despite additional support.
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Persistent spelling difficulties, especially with irregular words.
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Trouble copying from the board or writing neatly and quickly.
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Difficulty organising written work and structuring ideas.
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Limited vocabulary in written expression compared to spoken language.
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Problems with sequencing (days of the week, months, story order).
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Low confidence or anxiety around reading aloud or writing tasks.
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Fatigue or frustration after literacy-heavy tasks.
What if it's not Dyslexia?
Not all literacy difficulties are caused by dyslexia. Challenges with reading, writing, or spelling can also be linked to other learning differences such as ADHD, speech and language difficulties, or developmental language disorder. Understanding the full picture is key to finding the right support and strategies for each individual.
ADHD (Attention-Deficit/Hyperactivity Disorder): Inattention, distractibility, and impulsivity can masquerade as reading difficulties: skipping lines, losing place in text, and careless spelling errors may look like dyslexic patterns. Sustained attention is necessary for decoding multi‑syllabic words and for revising written work. Executive function deficits (planning, organization) also hamper writing tasks.
Developmental Language Disorder (DLD): Like dyslexia, DLD involves persistent difficulties with language processing, but it primarily affects oral language (vocabulary, grammar, sentence structure). Without clear speech/language tasks, DLD can be mislabelled as dyslexia.
Speech and Language Difficulties: Children may mispronounce or omit sounds, struggle with phoneme segmentation and blending, and have a limited vocabulary, all of which slow reading and hamper comprehension.
Autism Spectrum Disorder (ASD): Difficulties with pragmatic language, inferencing, and social understanding can make narrative comprehension and written expression hard. Sensory sensitivities (e.g. discomfort with printed text) may also reduce reading stamina.
Dyscalculia: While primarily affecting number sense, dyscalculia can also impact sequencing (e.g. ordering letters, grammar rules) and working memory, which are important for reading and writing tasks.
Developmental Coordination Disorder (DCD): Also known as dyspraxia, DCD affects motor coordination, which can make handwriting extremely slow or illegible. The physical act of writing is laborious, diverting cognitive resources from spelling and composition. Some children avoid writing tasks altogether, which limits practice and literacy development.
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