If something about the way your child reads, spells or takes in information does not quite add up, you have probably already come across a lot of conflicting or technical information. Here are the basics in plain English, one point at a time.
The short version
Dyslexia is a set of processing difficulties that affect how reading and spelling skills develop. It has nothing to do with intelligence, how a child has been taught or how hard they try. This follows the 2025 Delphi definition of dyslexia (opens in a new tab), now used by the British Dyslexia Association.
It’s a continuum, not a category
Dyslexia is a continuum rather than a yes or no category. That is why my assessments for children and for young people and adults build up a profile over several hours of different tasks, rather than relying on a quick questionnaire.
Strengths, not just difficulties
The British Dyslexia Association points out that dyslexic people often have real strengths, in areas such as verbal reasoning, creative problem-solving and visual or spatial thinking.
What often comes alongside dyslexia
Dyslexia often co-occurs with other conditions, such as ADHD, dyspraxia (DCD) or difficulties with maths. Where it would help, I can refer you on to other specialists.
What an assessment can, and cannot, tell you
A diagnostic assessment gives you a clear account of how your child learns. It cannot guarantee extra time in exams or funding, because those decisions are made by schools, exam boards and funding bodies.
Where to go from here
If any of this sounds familiar, the next step is a conversation, not a commitment. Get in touch and we can talk it through.
Further reading
For more detail, read the British Dyslexia Association’s guide to what dyslexia is (opens in a new tab).