Dyslexia Support Hub

What Is Dyslexia?

Dyslexia is a common, lifelong difference in how the brain processes language — most noticeably reading, spelling and writing. It affects around one in ten people, it runs in families, and it has nothing to do with intelligence or effort.

• Dyslexia affects people differently: reading, spelling, memory, processing speed and organisation can all be involved, in different combinations.
• It is not linked to intelligence. Dyslexic people think differently — and many describe real strengths alongside the difficulties.
• Common strengths include big-picture thinking, creativity, problem-solving, verbal reasoning, storytelling and noticing patterns others miss.
• Recognising both strengths and challenges matters: support works best when it builds confidence, not just skills.
• Dyslexia often sits alongside other differences such as ADHD, dyspraxia (DCD), dyscalculia and speech or language needs.

Understanding Dyslexia

Dyslexia exists on a spectrum — no two dyslexic people are exactly the same. One person may read fluently but spell badly; another may read slowly but think brilliantly aloud. Understanding the different parts helps you ask for the right help.

• Reading difficulties: slow or effortful reading, losing your place, guessing words, or reading well but remembering little of it.
• Spelling difficulties: the same word spelled three ways on one page, and phonics rules that never quite stick.
• Processing information: needing longer to take in spoken or written instructions, and doing best when information is broken into chunks.
• Organisation and memory: holding a number in your head, remembering sequences like months or multiplication facts, planning essays, or keeping track of kit and deadlines.
• Different learning styles: many dyslexic people learn best through doing, talking, pictures and real examples rather than long written text.

Signs Of Dyslexia

Signs change with age, and bright children often work very hard to hide their difficulties. None of these alone proves dyslexia — but a pattern is worth exploring rather than waiting.

• Children: difficulty learning letter sounds, mixing up letters such as b/d or p/q, slow or reluctant reading, trouble remembering sequences (days of the week, times tables), and messy or effortful writing.
• Children may also show a big gap between what they can say and what they can write — full of ideas aloud, almost nothing on paper.
• Teenagers: slow reading, persistent poor spelling, difficulty taking notes in class, disorganisation with homework and equipment, and avoidance of reading aloud.
• Adults: reading fatigue, rereading text several times, avoiding forms and written communication, confidence knocks from earlier school experiences, and workplace challenges with reports, emails or note-taking.
• Many adults only recognise dyslexia in themselves when their own child is being assessed.

Assessment & Diagnosis

There is no single medical test for dyslexia. A diagnosis comes from a structured assessment of reading, spelling, memory and processing — and you do not have to wait for one before support starts.

• Start with school concerns: ask the class teacher or SENCO what they have noticed and what support is already in place. Keep your own notes.
• Screening: many schools use short screening tools that flag a likelihood of dyslexia. A screener is a signpost, not a diagnosis.
• Educational psychology involvement: the school's educational psychologist can assess or advise, though availability varies by area and waits can be long.
• Specialist assessments: a full diagnostic assessment by a specialist teacher (with an APC) or an educational psychologist gives a formal report you can use with schools, exam boards, universities and employers.
• Private assessment: faster and paid for by you; typically a few hundred pounds. Check the assessor is qualified and ask whether schools or universities in your area accept their reports.
• Adult routes: adults can arrange a specialist assessment directly, sometimes part-funded by employers or Access to Work, and universities often accept diagnostic reports for support and Disabled Students' Allowance.

Support In School

Dyslexia is one of the most common learning needs in UK schools, and most help sits under SEN Support — no diagnosis or EHCP required. Schools must respond to need, not paperwork.

• SEN Support: a graduated cycle of assess, plan, do, review, agreed with you and reviewed regularly. Ask to see your child's support plan.
• Reasonable adjustments: reading instructions aloud, not marking down for spelling, chunked tasks, more time, and a quiet space to work.
• Exam access arrangements: extra time, a reader, a scribe, a word processor or supervised rest breaks — arranged early, with evidence of the student's normal way of working.
• Reader/scribe support: for exams and, where needed, everyday classroom tasks so that reading or writing is not the barrier to showing knowledge.
• Assistive technology: laptops, text-to-speech, speech-to-text and audiobooks can transform access to the curriculum.
• Study skills and multi-sensory teaching: structured literacy programmes, and learning through seeing, hearing, saying and doing together, are proven approaches for dyslexia.
• Where needs are greater and support is not enough, an EHC needs assessment can be requested — see our EHCP guide.

Support At Home

Home is where confidence is built or chipped away. The goal is not more school — it is keeping reading, words and learning feeling safe and worthwhile.

• Read together in short, low-pressure bursts: take turns, share the tricky words, and keep it enjoyable rather than a test.
• Audiobooks are reading too. They build vocabulary, knowledge and a love of stories without the decoding barrier.
• Reduce pressure: praise effort and ideas, not neat handwriting or perfect spelling. Homework that takes hours is a school conversation, not a character flaw.
• Support homework practically: read instructions aloud, break tasks into small steps, use timers, and agree a sensible stopping point.
• Build confidence through strengths: sport, art, building, cooking, music, coding — whatever lights them up deserves real time and celebration.
• Talk about dyslexia openly and positively: many brilliant, successful people are dyslexic, and knowing that matters.

Dyslexia & Mental Wellbeing

Struggling every day with something others find easy takes a real toll. Confidence, anxiety, frustration and self-esteem are central to dyslexia — not a side issue.

• Years of being called lazy or careless leave marks. Many dyslexic children and adults believe they are not clever — this is a belief to challenge, not a fact.
• Anxiety often centres on reading aloud, spelling in front of others, timed tasks and tests. Adjustments reduce it; pressure increases it.
• Frustration can spill out as anger, avoidance or giving up — usually a sign the task, not the child, needs changing.
• Watch for school refusal, stomach aches on school days, or a bright child who 'hates reading'. These are signals worth listening to.
• The strongest protection is being known for strengths: interests, talents and relationships where dyslexia is understood and accepted.
• If anxiety or low mood persist, counselling or wellbeing support can help in its own right.

Technology That Can Help

For dyslexia, technology is not a shortcut — it is access. The right tool removes the barrier so ideas, knowledge and intelligence can show through.

• Text-to-speech software reads documents, websites and books aloud — reducing reading fatigue and improving understanding.
• Speech-to-text tools turn spoken ideas into writing, ideal for essays, emails and anyone whose typing cannot keep up with their thinking.
• Reading pens scan and read printed text aloud — helpful for worksheets, letters and books away from a computer.
• Coloured overlays and tinted screens can make text more comfortable to read for some people; they help some, not all.
• Accessible fonts and spacing (such as OpenDyslexic, or simply larger text with wider line spacing) reduce visual crowding.
• Organisation and planning apps help with memory, deadlines and sequences — the hidden curriculum of school and work.
• Schools, universities and Access to Work can often provide or fund assistive technology — it is worth asking.

Dyslexia In Adulthood

Dyslexia does not end at 18, and many adults are only identified later in life. Support exists for work, study and everyday independence — and asking for it at 40 is just as valid as at 8.

• Employment: dyslexia will usually count as a disability under the Equality Act 2010, so employers must make reasonable adjustments.
• Useful workplace adjustments: written follow-ups after meetings, templates for reports, speech-to-text software, a quieter desk, extra time for written tasks and a named person to check important documents.
• Access to Work can fund assistive technology, coaching, training and support workers for employees and self-employed people.
• Further education: colleges must identify and support learning needs — ask student services about assessment and adjustments early in the course.
• University support: a diagnostic report unlocks reasonable adjustments and Disabled Students' Allowance (DSA), which can fund software, equipment and one-to-one study skills support.
• Independence and confidence: many dyslexic adults thrive once work is built around strengths — practical problem-solving, communication, design, care and entrepreneurship are common dyslexic strengths.

Frequently Asked Questions

Is dyslexia a disability?

Dyslexia will usually count as a disability under the Equality Act 2010, which means schools, colleges, universities and employers must make reasonable adjustments. Many dyslexic people also see it as a difference rather than a disability — both views are valid.

Can dyslexia be cured?

No — and it does not need curing. Dyslexia is a lifelong difference in how the brain processes language. With the right teaching, adjustments and technology, its impact can be greatly reduced and strengths can flourish.

Does dyslexia affect intelligence?

Not at all. Dyslexia is not linked to intelligence and occurs across the full ability range. Many dyslexic people are exceptional thinkers, problem-solvers and creatives.

Can adults be assessed for dyslexia?

Yes. Adults can arrange a specialist diagnostic assessment at any age. A report can unlock workplace adjustments, Access to Work support and university adjustments. Some employers help fund assessments.

What support should schools provide?

Support should start through SEN Support: adjustments in class, structured literacy teaching, assistive technology and regular review with you. A diagnosis is not required — schools must respond to need. Where needs are greater, an EHC needs assessment can be requested.

Does my child need a diagnosis to get extra time in exams?

No single route is required, but exam boards need evidence of a student's normal way of working. Schools can put access arrangements in place based on assessed need — a formal diagnosis helps but is not the only route. Start the conversation early, well before exam year.

Are coloured overlays a proven treatment?

Some people with visual stress find coloured overlays or tinted lenses make reading more comfortable, and they are cheap to try. They do not treat dyslexia itself — structured literacy teaching and technology do the heavier lifting.

Is dyslexia hereditary?

It often runs in families. Many parents recognise their own experiences when their child is identified — and go on to be assessed themselves.

Can you be dyslexic and have ADHD or autism?

Yes — co-occurring differences are common. Dyslexia frequently sits alongside ADHD, autism, dyspraxia and speech or language needs, and support should reflect the whole person, not one label at a time.

How do I find someone who understands dyslexia?

Use the Find Support search with Dyslexia selected as the support need. Look for specialist teachers, educational psychologists and dyslexia-trained tutors, and check Discover Unique Verified™ listings where identity, insurance and safeguarding evidence has been checked.