Dyslexia is a Specific Learning Difficulty (SpLD). A new definition was introduced in 2024. This describes dyslexia as a set of processing difficulties that affect the acquisition of reading and spelling. This is most commonly affected by three areas of phonological processing. Phonological awareness is about being able to recognise and manipulate sounds in language, phonological processing speed is how quickly this is done and phonological memory, which is how well we manipulate and store sound-based information. Sometimes the impact of dyslexia is affected by working memory, processing speed and orthographic skills. Orthographic skills include the ability to match letter symbols to sounds and recognise groups of letters and patterns without having to sound them out.
Dyslexia is said to affect 10% of the UK population (Williams 2025), with 4% being severely impacted. This means up to 3 pupils in each typical mainstream classroom. Students with dyslexia often hide their difficulties or detract from them through their behaviour.
Dyslexics can have strengths in particular areas and be very creative, but not always. It often co-occurs with other conditions such as Attention Deficit Hyperactivity Disorder (ADHD), Developmental Coordination Disorder (DCD) and Developmental Language Disorder (DLD).
Visual stress and visual processing difficulties can also co-occur with dyslexia but sometimes present as dyslexia which is why vision tests need to be up to date, and any concerns addressed through a behavioural optometry assessment. This is different to a standard visual acuity test. During standard vision tests a binocular assessment can be carried out to see how well the eyes are working together. If there are issues it can lead to the movement of text, jumping over words or missing lines out when reading. This also affects spelling as an accurate picture of letters and words is not taken to reinforce learning.
What We Offer
- Full Literacy based (dyslexia) assessments and dyslexia screening
- General learning assessments
- Practical strategies
- Training
- Tutoring and modeling tutoring sessions
We use the Delphi Definition to map needs and strengths when making a diagnostic decision:
- The nature and developmental trajectory of dyslexia depends on multiple genetic and environmental influences.
Manifestation
- Dyslexia is primarily a set of processing difficulties that affect the acquisition of reading and spelling.
- The most commonly observed cognitive impairment in dyslexia is a difficulty in phonological processing (i.e. in phonological awareness, phonological processing speed or phonological memory). However, phonological difficulties do not fully explain the variability that is observed.
- Working memory, orthographic skills and processing speed problems can contribute to the impact of dyslexia and therefore should be assessed.
Impact
- In dyslexia, some or all aspects of literacy attainment are weak in relation to age, standard teaching and instruction, and level of other attainments.
- Across languages and age groups, difficulties in reading and spelling fluency are a key marker of dyslexia.
Variance and co-occurrence
- Dyslexic difficulties exist on a continuum and can be experienced to various degrees of severity.
- Dyslexia can affect the acquisition of other skills, such as mathematics, reading comprehension or learning another language.
- Dyslexia frequently co-occurs with one or more other developmental difficulty, including developmental language disorder, dyscalculia, ADHD, and developmental coordination disorder.
Carroll, J., Holden, C., Kirby, P., Snowling, M. J., & Thompson, P.A. (2024) forthcoming. Contemporary concepts of dyslexia: A Delphi study
FOCUSS 