Dyslexia is a specific learning difference that mainly affects the processing of symbolic information, particularly written language such as reading, spelling, and writing. It is not linked to general intelligence and does not reflect overall ability.
Dyslexia is relatively common, with estimates suggesting that up to around 10% of the population experience it to some degree. A smaller proportion (around 4%) may require specialist support due to the level of difficulty.
No. Dyslexia is independent of intellectual ability. Individuals with dyslexia can have average, above-average, or exceptional intelligence; the difference lies in how the brain processes written and symbolic information.
Dyslexia is widely understood to be neurodevelopmental and often hereditary. It is linked to differences in how the brain processes language, particularly in areas such as phonological processing and memory.
No. Dyslexia is not something that can be “cured.” However, individuals can develop effective strategies over time, especially with appropriate teaching and support, which helps them manage and reduce the impact of difficulties.
No. Dyslexia exists on a continuum, meaning it varies in severity and presentation. No two individuals with dyslexia have exactly the same profile of strengths and difficulties.
Yes. Dyslexia can co-occur with other neurodevelopmental differences such as ADHD, Autism/ASC, DCD/Dyspraxia and Dyscalculia. These overlapping difficulties may affect attention, organisation, and learning in additional ways.
Dyslexia can be identified at different stages of life, but early identification is considered particularly important. Difficulties often become more noticeable when children are expected to read and write fluently or when academic demands increase.
Dyslexia is lifelong, but its impact can change. With effective support, individuals often develop coping strategies that significantly improve their ability to manage reading, writing, and organisation tasks.
The main aim is to help individuals understand their learning profile, build effective strategies, and develop confidence so they can achieve academic and personal success despite their difficulties.
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