Dyslexia Explained

 Dyslexia is a lifelong learning difference that affects every person differently. Although it is often associated with reading and spelling, it can also influence memory, processing speed, organisation and the amount of time or effort needed to complete certain tasks.

For children and young people, these difficulties can sometimes affect confidence and make learning feel frustrating. Understanding why they are finding things difficult is often the first step towards identifying appropriate support and helping them recognise their strengths.

This page explains what dyslexia is, the signs that parents and teachers may notice, and how a diagnostic assessment can help.

The Delphi consensus definition (Carroll et al., 2025) describes dyslexia as a set of processing difficulties that primarily affects the development of accurate and fluent reading and spelling.

Dyslexia is most commonly associated with differences in phonological processing—the ability to recognise and work with the sounds within words. Other cognitive factors may also contribute, including working memory, which helps us hold and use information; orthographic processing, which supports the recognition and recall of written words and common spelling patterns; and processing speed, which affects how efficiently the brain recognises, understands and responds to information.

Dyslexic difficulties exist on a continuum, meaning that their nature and severity vary between individuals. Their impact may also be influenced by personal and environmental factors, including the teaching, intervention and support a learner has received.

These processing differences may affect more than reading and spelling. Some learners may also experience difficulties with writing, reading comprehension, following instructions, remembering sequences, mathematics or learning another language. However, every learner has an individual combination of strengths and barriers and may not experience difficulties in all these areas.

Dyslexia is not a reflection of intelligence, effort or potential.

 Dyslexia affects every learner differently. A child or young person may experience some, but not necessarily all, of the following:

• Slow, hesitant or effortful reading
• Difficulty reading unfamiliar words
• Inaccurate or inconsistent spelling
• Difficulty remembering words and spelling patterns
• Taking longer to complete reading and writing tasks
• Difficulty following several instructions
• Problems remembering sequences, facts or new vocabulary
• Difficulty organising and recording ideas in writing
• Understanding information verbally but struggling to demonstrate it in written work
• Tiredness, frustration or reduced confidence around learning

These signs do not confirm dyslexia by themselves. Similar difficulties can have different causes, which is why a diagnostic assessment considers the learner’s background, experiences, observations and assessment results together.

A diagnostic dyslexia assessment may be helpful when difficulties with reading, spelling or writing continue despite appropriate teaching and support.

You may wish to consider an assessment if:

• Concerns have continued over time
• Progress is slower than expected
• Reading and writing require considerable effort
• Difficulties are affecting confidence or emotional wellbeing
• There is a family history of dyslexia
• The learner understands information verbally but struggles to record their ideas
• Support has been provided, but significant barriers remain
• A clearer understanding of the learner’s strengths and needs is required
• Formal evidence may be needed to support future education

You do not need to wait for a learner to fail before seeking advice. Early identification and appropriate support can reduce frustration, protect confidence and help the learner make progress.

A diagnostic dyslexia assessment develops a detailed picture of the learner’s individual strengths, barriers and processing profile. It explores areas including reading, spelling, phonological processing, working memory, processing speed and reasoning.

The results are considered alongside background information, educational history and observations. A diagnosis is never based on one test score alone.

Following the assessment, you will receive a detailed written report that clearly explains the findings and diagnostic conclusion. It will include practical, individual recommendations for home, school and teaching staff.

Where appropriate, the report may also provide formal evidence to support applications for examination access arrangements or Disabled Students’ Allowance in higher education. Eligibility and the support provided are decided by the relevant school, examination centre or funding body.

Does dyslexia affect intelligence?

No. Dyslexia is not an indication of low intelligence or limited potential. Dyslexic learners have a wide range of abilities and strengths.

Can someone grow out of dyslexia?

Dyslexia is lifelong, but its impact can change over time. Appropriate teaching, strategies, technology and support can help learners develop skills and manage the barriers they experience.

Is a dyslexia screener the same as a diagnostic assessment?

No. A screener can indicate whether someone shows characteristics associated with dyslexia, but it cannot provide a formal diagnosis. A diagnostic assessment is a comprehensive process carried out by a suitably qualified specialist assessor or psychologist.

Will a diagnosis automatically provide support at school?

A diagnostic report provides evidence of the learner’s profile and recommends appropriate support. However, it does not automatically guarantee a particular intervention, examination arrangement or Education, Health and Care Plan.

What happens after the assessment?

You will receive a detailed report explaining the learner’s strengths, barriers, assessment results and diagnostic conclusion. It will include practical recommendations for home, school and teaching staff.

Can the report support a Disabled Students’ Allowance application?

Where appropriate, a diagnostic report can provide formal evidence for a Disabled Students’ Allowance application in higher education. The relevant funding body makes the final decision about eligibility and support.