The word dyslexia literally means “difficulty with words”, from the Greek dys (difficulty) and lexis (language or word). Dyslexia is often described within the diagnostic framework as a Specific Learning Disorder (SLD). It primarily affects the development of reading, spelling, written language and processing skills. Dyslexia exists on a spectrum, from mild to profound, and presents differently in each individual.

The most common features of dyslexia involve persistent difficulties with reading and spelling, often accompanied by challenges with writing and some aspects of mathematics. Dyslexia has nothing to do with IQ. A key characteristic is that these difficulties occur The person may be intelligent, articulate, able to achieve well in other areas and exposed to the same education as others, but is unable to read or spell at the expected level. While dyslexia is often associated with reading difficulty, this is not always obvious in adults. Some adults with dyslexia: Can read accurately but read much more slowly. Need to re-read text to fully understand it. Experience significant fatigue when reading. Struggle under timed conditions, such as exams See also Signs and Symptoms of Dyslexia

Dyslexia is related to how the brain processes language-based information. It is now widely accepted that dyslexic individuals process information differently, rather than incorrectly. Reading is not an innate human skill — it is a cultural invention. There is no dedicated “reading centre” in the brain at birth. To learn to read, the brain must create new neural connections between areas responsible for: Visual processing (letters) Sound processing (phonemes) Language and meaning   For fluent reading, these circuits must operate rapidly and automatically. In most people, reading relies heavily on networks in the left hemisphere of the brain, particularly the left occipital-temporal region. In individuals with dyslexia, these networks tend to develop differently, meaning information may be processed less efficiently. As a result: Matching letters to sounds is harder. Reading lacks automaticity Fluency and comprehension are affected. These differences are neurological, not motivational, and explain why conventional teaching approaches may be ineffective for dyslexic learners.

Dyslexia is often present from birth and is a lifelong condition. Research strongly suggests that dyslexia is hereditary, although it may not always be inherited directly from a parent — it often appears elsewhere in the family. In rare cases, individuals may acquire dyslexia-like symptoms following severe brain injury. This is known as alexiaand is different from developmental dyslexia.

Dyslexia is the most common specific learning disorder affecting children and young people in schools as well as adults. It is estimated to affect approximately 4–10% of the population. Dyslexia: Is not a disease and cannot be “cured”. Is not related to intelligence. Occurs across all ability levels. Is found in all cultures, countries and socio-economic groups. Many dyslexic individuals are of average or above-average ability and often demonstrate strengths in creativity, problem-solving, and verbal reasoning.

Dyslexia frequently co-occurs with other neurodevelopmental conditions. Research shows a high rate of overlap with: ADHD Developmental Language Disorder (DLD) Dysgraphia Dyspraxia (DCD) Autism Spectrum Disorder (ASD) For example: A study by Kaplan (1998) found 63% of dyslexic individuals also showed features of dyspraxia. Further research however, indicates that 30–40% of individuals with dyslexia also meet criteria for ADHD (Willcutt & Pennington, 2000; Germanò, Gagliano & Curatolo, 2010) ADHD and dyslexia are separate conditions, but it is common for an individual to have both.

When dyslexia is unidentified and unsupported, children and young people may develop behaviours that mask their difficulties and protect their self-esteem. Consider the demands placed on students who: Are asked to copy large amounts from the board. Must follow lengthy verbal instructions. Are expected to write stories or essays without adequate spelling skills. Are asked to read aloud or write on the board in front of peers. For many dyslexic students, being reprimanded for behaviour feels less distressing than failing publicly or being ridiculed. As self-awareness increases, avoidance and disruptive behaviour can become coping strategies. A UK headteacher who is herself dyslexic described her experience: “I couldn’t spell and I couldn’t learn from the way the curriculum was delivered. Teachers talked and wrote quickly; we were expected to take notes. I found that the hardest part of school life — so I cheated, lied and became destructive.”   This insight highlights how behaviour is often a signal of unmet learning needs, not defiance.

Dyslexia often becomes apparent once formal schooling begins, when reading and writing demands increase. Children — and later adults — may sense that something is wrong but not understand why learning feels so much harder for them than for others. Because dyslexia is not visible, unlike a physical disability, it is often misunderstood. Individuals may be labelled as: Lazy Slow Inattentive Unmotivated Teacher training traditionally includes limited coverage of specific learning disorders, and many educators recognise a difficulty without being able to identify or remediate it effectively. A formal assessment helps by: Clearly identifying strengths and weaknesses Explaining the nature of the difficulty Providing practical, evidence-based recommendations for school and home Supporting access to appropriate adjustments

Many adults with dyslexia develop excellent coping strategies and are often valued employees due to their creativity, communication skills, and ability to think differently. However, workplace demands such as: Reading lengthy documents Completing forms Managing large volumes of information Writing reports or giving presentations can expose ongoing difficulties. Without understanding dyslexia, employers may misinterpret slower reading, repeated checking or spelling errors as carelessness or inefficiency. The good news is that small, practical adjustments can make a significant difference. Assessment reports can: Provide workplace strategies. Recommend reasonable adjustments. Support conversations with employers. Include links to free assistive resources. Many organisations are now actively working towards becoming inclusive, “Dyslexia Friendly” workplaces to improve staff wellbeing, retention and productivity. IBM in the United States is a well-known example.