Dyslexia explained

What is dyslexia?

Dyslexia is a difficulty with learning to read and spell. The current definition comes from a 2025 consensus study, known as the Delphi study, of researchers, specialist teachers, educational psychologists and people with lived experience (Carroll and others, 2025). It begins: "Dyslexia is a set of processing difficulties that affect the acquisition of reading and spelling."

Among other things, it says that some or all of a pupil's reading and spelling is weak for their age, the teaching they've had and how they do in other areas, and that difficulty reading fluently and spelling are key signs at every age. Dyslexia sits on a continuum from mild to severe. Difficulty with the sounds in words is the most common underlying difficulty, but it doesn't explain everything, and working memory, processing speed and memory for letter and spelling patterns can add to the impact. Dyslexia often comes alongside other difficulties, for example with spoken language, maths or coordination.

How our test looks at it

Our Dyslexia and Cognitive screener is a set of short, game-like tasks for pupils aged 7 to 16. It looks at hearing and working with the sounds in words, reading speed, reading comprehension, spelling and verbal reasoning, plus working memory, processing speed and visual reasoning.

The report shows the pupil's strengths and difficulties compared with others their age, with practical recommendations. It also says how likely the overall pattern is to fit dyslexia (Unlikely, Possible, Likely or Very likely), based on several tasks and never on one score. If the results aren't reliable, it says Inconclusive and the pupil can try again.

What it can look like (in class and at home)

Signs vary and change with age. In class, a pupil may read slowly and with effort, guess words from their first letters, forget spellings they have practised or write much less than they can say. At home, reading homework can take a long time, and reading for pleasure can feel like hard work. Younger children may still be linking letters to sounds; older pupils may read accurately but slowly. Some pupils tire quickly or lose confidence. No single sign means a pupil is dyslexic.

What a screening result does and doesn't tell you

A screening result shows whether a pupil's pattern of scores is consistent with dyslexia and where they may need support. It's one point in time, and it is not a diagnosis. The screener doesn't hear the pupil read aloud, look at their writing or show how they respond to teaching, so read it alongside what home and school know. Like any screener, it will sometimes miss a dyslexic pupil or flag one who isn't. For pupils learning English as an additional language, lower scores may reflect their exposure to English.

You don't need a diagnosis to get help. In England, schools plan support around a pupil's needs, and JCQ exam access arrangements depend on evidence of need and how the pupil normally works. A diagnosis on its own isn't accepted as that evidence. A specialist assessment can still help when progress stays slow despite good support.

What helps

Support can start now, without waiting for a label. Structured teaching of sounds, letters and spelling patterns helps, with regular practice to build fluent reading. Audiobooks and being read to let pupils keep learning from texts they can't yet read alone. Start from what the pupil does well, and keep home and school talking. With early, sustained support, reading may stop being a barrier, even if it stays harder work.