What is Dyslexia?

See the Strength Behind the Struggle

In a typical UK classroom, 2–3 students out of 30 are likely to have dyslexia.

The New Delphi Definition of Dyslexia for 2025

Carroll, J.M., Holden, C., Kirby, P., Thompson, P.A., & Snowling, M.J. (2025). Toward a Consensus for Dyslexia Practice: Findings from a Delphi Study.

Dyslexia involves a group of processing difficulties that affect the acquisition of reading, reading fluency and spelling skills. It can present itself a little differently for everybody- no two individuals who have dyslexia demonstrate the exact same challenges or strengths! Whilst dyslexia always affects literacy skills, its nature and development depend on genetic and environmental factors. Dyslexia can impact upon the attainment of other skills, including mathematics, reading comprehension and the learning of another language.

Dyslexia likely involves issues within:

Phonological Processing

Phonological Awareness:

The ability to recognise and manipulate spoken sounds (phonemes) in language.

Phonological Processing Speed:

How quickly the brain processes and retrieves sound-based information (phonemes).

Phonological Memory:

The ability to temporarily store sounds and spoken words in short-term memory.

Working
Memory

A cognitive system that allows the temporary holding and manipulating of information for task completion.

Orthographic
Skills

The ability to form and retrieve letters, letter sequences and spelling patterns.

Processing
Speed

How quickly the brain processes and retrieves information (visual or auditory).

However, strengths may be found within:

Visual Skills – memory and reasoning

Problem Solving

Verbal Skills

Creative Thinking

Sports Skills

Big Picture Thinking

Art & Craft

Empathy

Intuition

How may difficulties in these aspects affect an individual’s learning?

Phonological
Processing

Phonological Awareness:

Decoding, including phonetic decoding – the sounding-out of words – (essential for reading, reading comprehension, reading fluency/accuracy, spelling & word recognition, vocabulary and overall language development).

Phonological Processing Speed:

Decoding (reading words aloud), linking letter-sounds to written words (spelling), following instructions/multi-step information, responding, word retrieval, planning and note-taking skills.

Phonological Memory:

Decoding, identifying sounds, letter sound discrimination, blending, identifying rhyme & syllables (essential for reading, spelling), vocabulary learning and pronunciation (word storage), following instructions/multi-step information, remembering maths facts.

Working
Memory

Remembering what was read to make connections (reading comprehension), planning/organising thoughts while remembering grammar & sentence structure (writing), task completion, following multi-step instructions/problems (Maths) and overall demands of the classroom.

Orthographic
Skills

Word recognition (reading) and identifying and using patterns (writing- spelling).

Processing
Speed

Decoding (slower reading, reading comprehension), longer time to generate & organise thoughts (writing), processing & following verbal or written instructions, multi-step calculations (Maths), note-taking ability, participation in class discussions and anxiety in timed assessments.

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Although teaching strategies should be individualised for each child/young person, some general recommendations include:

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  • Visual material
  • Scaffolding
  • Chunked information
  • Technology
  • Verbal rehearsal
  • Morphology, etymology, and phonology for spelling
  • Extra time

"I believe the style of learning that Vee used helped my daughter to focus and achieve. She looked forward to the lessons each week."

Mother of a 9 year old.

Brierley Hill

‘Vee’s child-led and targeted support has really helped to build our son’s confidence and progress his learning, all while being so enjoyable that it hasn’t felt like ‘school’ to him.’

Mother of a 10 year old boy.

Romsley

‘My son has developed a love of reading. Before the intervention, he avoided reading and now he reads to his sister every night.’

Mother of a 9 year old boy.

Oldbury

‘My daughter now has a greater understanding of spelling, grammar, punctuation, verbs, CVC words and so on. There’s also a noticeable increase in her ability to read. She sounds out difficult words and manages to crack them.’

Mother of a 9 year old.

Brierley Hill

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