What is Dyslexia?

Dyslexia is a neurodevelopmental learning difference that primarily affects the development of accurate and fluent reading and spelling. It arises from differences in how the brain processes language and is present from early development, although it may not become fully apparent until literacy demands increase. Dyslexia exists on a continuum, varies between individuals, and often overlaps with other neurodevelopmental differences. In the UK, this understanding aligns with the definition used by the British Dyslexia Association, which highlights difficulties in phonological processing, verbal memory and processing speed. Dyslexia is lifelong, not related to intelligence, and with appropriate support, individuals with dyslexia can thrive.

Dyslexia is caused by differences in brain development and language processing. It is not caused by poor teaching, parenting, or lack of effort. Dyslexia often runs in families, suggesting a genetic component.

Simply, no. Dyslexia occurs across the full range of intellectual ability. Many dyslexic individuals are highly able, but may struggle to show their understanding through reading and writing.

No. The Delphi consensus definition highlights that dyslexia is heterogeneous, meaning it presents differently in different individuals. Some children struggle more with reading accuracy, others with fluency, spelling, or written expression, and needs may change over time.

Yes. Dyslexia is considered lifelong, but this does not mean children cannot make strong progress. With appropriate, evidence-based support and understanding, many dyslexic individuals become confident, successful learners and adults.

Yes. Research recognises that some children compensate well, especially in early years, masking underlying difficulties. Dyslexia may become more apparent as literacy demands increase and tasks require greater speed, independence, and memory.

Research increasingly acknowledges that many dyslexic individuals demonstrate strengths in areas such as creative thinking, problem-solving, visual reasoning, and big-picture thinking. These strengths do not negate difficulties but are an important part of a balanced understanding.