What is dyslexia? Understanding signs, strengths and the assessment process
Dyslexia is more common than many people realise, and it is better understood today than it has ever been. Having the right information is the first step towards getting the right support.
What is dyslexia?
If you are reading this page, you are probably asking a lot of questions. Perhaps your child's teacher has mentioned concerns, or perhaps you have noticed something yourself and are trying to make sense of it. This page is here to help.
Dyslexia is a specific learning difficulty that primarily affects the acquisition of reading and spelling skills. It relates specifically to how the brain processes language, rather than to a person's general intelligence or ability to understand the world around them.
It is important to say clearly: dyslexia has nothing to do with how bright a child is. Many people with dyslexia are highly intelligent, creative and talented. What dyslexia affects is a specific set of processing skills, not a person's capacity for learning or achievement.
Signs of dyslexia in children and young people
Dyslexia presents differently in different children, and the signs can shift as a child gets older.
Some common indicators are listed below, though this is not a diagnostic tool and the presence of one or two signs does not necessarily mean a child is dyslexic.
If you have concerns, a specialist assessment is the clearest way to find out.
Signs in primary school children
- Difficulty learning to read despite good teaching and consistent effort
- Slow or hesitant reading, particularly aloud
- Inconsistent or unusual spelling, including words spelled differently each time
- Difficulty with phonics and blending sounds together
- Trouble remembering the sequence of letters in words
- Avoiding reading activities or becoming distressed when asked to read
- Strong verbal skills but weaker written output — a noticeable gap between what a child can say and what they can write
- Difficulty with the order of letters, numbers or days of the week
Signs in secondary school students
- Continuing difficulty with spelling, particularly of unfamiliar words
- Slow reading speed that affects the ability to complete work in time
- Difficulty taking notes or organising written work
- Problems with revision — finding it hard to retain written information
- Strong understanding in lessons but underperforming in written assessments
- Low confidence around literacy tasks, particularly in formal or timed settings
Dyslexia and strengths
It is worth saying something that sometimes gets lost in conversations about difficulty: many people with dyslexia display a distinctive way of thinking that brings genuine strengths alongside the challenges.
Many people with dyslexia have excellent reasoning skills, strong spatial awareness and a capacity for creative and big-picture thinking that others find harder to access. These are not consolation prizes. They are real cognitive strengths that employers in fields including engineering, design, architecture and entrepreneurship actively look for.
Some organisations specifically seek out dyslexic thinkers because of these qualities. Understanding dyslexia is not just about addressing what is harder. It is also about recognising and nurturing what comes naturally.
The Delphi Definition of Dyslexia (2025)
A new definition of dyslexia, developed through a rigorous consensus process involving researchers and practitioners from around the world, was published in 2025. Known as the Delphi Definition, it represents the most current scientific understanding of dyslexia.
The Delphi definition simplified
Dyslexia is a set of processing difficulties that affect how a person acquires reading and spelling skills. These difficulties can be mild, moderate or significant, and they can vary in how they show up from person to person. Dyslexia frequently occurs alongside other learning differences, including dyscalculia, ADHD and developmental coordination disorder (sometimes called dyspraxia).
The full Delphi definition
The full definition
For those who would like to read the definition in full:
Dyslexia is a set of processing difficulties that affect the acquisition of reading and spelling.
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 all languages, difficulties in reading fluency and spelling are key markers of dyslexia.
Dyslexic difficulties exist on a continuum and can be experienced to various degrees of severity.
The nature and developmental trajectory of dyslexia depends on multiple genetic and environmental influences.
The most commonly observed cognitive difficulty in dyslexia is in phonological processing, though phonological difficulties do not fully explain the variability that is observed.
Working memory, processing speed and orthographic skills can also contribute to the impact of dyslexia.
Dyslexia frequently co-occurs with one or more other developmental difficulties, including developmental language disorder, dyscalculia, ADHD and developmental coordination disorder.
Is a formal assessment the right next step for your child?
If you recognise some of the signs above in your child, a formal diagnostic assessment is the clearest way to understand what is happening and why. It will not change who your child is, but it can change how they experience school, how their teachers support them, and how they feel about themselves as a learner.
Claire offers a free initial consultation to talk through your concerns before you decide whether to go ahead with a full assessment. There is no pressure and no obligation.
claire@clairekerrdyslexia.co.uk
Hindhead, Surrey
Battersea, London
