Summary
Dyslexia is a specific learning difficulty that mainly affects reading, spelling and processing written language. It is a lifelong difference in how someone processes certain types of information and can affect people in different ways and to different degrees. Dyslexia is not caused by a lack of intelligence, motivation or effort. Someone with dyslexia can have strong abilities in areas such as reasoning, creativity, problem-solving, communication, practical skills and visual thinking while experiencing significant difficulties with reading or written information.
Dyslexia can affect the accuracy or speed of reading, recognising words, sounding out unfamiliar words, remembering spelling patterns and connecting letters with their corresponding sounds. Someone may read more slowly than other people, lose their place when reading, need to reread information or find it difficult to process large amounts of written information. Spelling may remain difficult even when someone knows the correct spelling of a word and has used it many times before.
Dyslexia can also affect writing. Someone may find it difficult to organise written ideas, remember how words are spelled while concentrating on what they want to say, or produce written work as quickly as they can explain something verbally. They may make inconsistent spelling or grammatical errors, leave out words or letters, or find it difficult to copy information accurately. These difficulties do not necessarily reflect their understanding of the subject. Someone may understand a topic very well but struggle to demonstrate that understanding through writing.
Dyslexia can affect memory, processing speed and organisation for some people. Someone may find it difficult to remember instructions, particularly when several steps are given at once, or may need information repeated or presented in a different format. They may also find it harder to organise written notes, manage deadlines, remember appointments or process information when they are under time pressure. Not everyone with dyslexia experiences these difficulties, and they can vary depending on the situation.
Dyslexia can affect everyday life as well as education. Adults may experience difficulties with reading emails, completing forms, following written instructions, writing reports, reading menus, understanding unfamiliar words or dealing with large amounts of paperwork. Someone may use significant amounts of concentration to complete tasks that other people can do quickly, which can contribute to tiredness and frustration.
The emotional impact of dyslexia can be significant, particularly when someone has spent years being compared with others or being told that they are not trying hard enough. Repeated experiences of struggling with reading, spelling or written work can contribute to embarrassment, anxiety, low confidence, frustration or avoidance. Children and young people may become reluctant to read aloud or participate in classroom activities, while adults may avoid situations where they expect their difficulties to become noticeable.
Dyslexia is not simply a matter of making occasional spelling mistakes or finding reading difficult. Many people experience difficulties with reading and writing at different points in their lives, particularly when learning something new. Dyslexia involves persistent difficulties with particular aspects of literacy and information processing that can have a meaningful impact on learning, work or everyday activities.
There is no single way that dyslexia looks. One person may mainly struggle with reading fluency, while another may have greater difficulties with spelling, writing, processing speed or remembering written information. Some people develop effective strategies that allow them to manage very well, meaning their difficulties may not be obvious to other people. Someone can therefore appear confident and capable while still requiring considerable effort to process written information.
Dyslexia can occur alongside other specific learning difficulties and neurodevelopmental conditions, including dyscalculia, developmental coordination difficulties and ADHD. Having dyslexia does not mean that someone will have another condition, and difficulties should not be assumed to be caused by dyslexia without appropriate assessment. Understanding an individual’s particular strengths and difficulties can help identify the most useful support and reasonable adjustments.
Dyslexia is lifelong, but the impact it has on someone’s life can change significantly with appropriate support, strategies and adjustments. Assistive technology, text-to-speech software, audiobooks, spellcheckers, speech-to-text tools, additional time and accessible ways of presenting information can reduce unnecessary barriers. The aim is not to change someone’s intelligence or make them learn in exactly the same way as everyone else, but to help them access information, communicate their ideas and participate more independently.
How to help myself
Learning more about dyslexia can help you understand your own strengths and difficulties and identify strategies that work for you. Try to notice which situations are most difficult rather than thinking of yourself as simply being bad at reading or bad at writing. You may find that reading unfamiliar words is harder than reading familiar ones, that you understand information better when you hear it rather than read it, or that writing takes much longer than explaining something verbally. Understanding your own pattern can help you ask for the right support.
Give yourself permission to use tools that make reading and writing easier. Text-to-speech software, audiobooks, spellcheckers, speech-to-text tools, reading pens, coloured overlays where helpful, electronic dictionaries and accessible digital documents can all reduce unnecessary barriers. Using these tools does not mean that you are avoiding learning or taking shortcuts. They are ways of accessing information and communicating your ideas more effectively.
When reading longer or more complicated information, break it into smaller sections rather than trying to process everything at once. Use headings, spacing and other visual information to help you find what you need. You may find it helpful to highlight key words, make brief notes or summarise each section in your own words. If you lose your place easily, use a ruler, your finger or a digital reading guide to help you keep track of the text.
Give yourself additional time when you need it. Reading and processing written information may take more effort, particularly when the material is unfamiliar or you are under pressure. If you have an important form, assessment, exam or piece of work to complete, try to allow enough time to read the instructions carefully and check your work without rushing.
If you are given several instructions at once, ask for them to be written down or broken into smaller steps. You can then work through each instruction individually rather than relying on your memory to hold everything at the same time. Phone reminders, written checklists, calendars and task-management apps can also help with organisation and remembering important information.
For writing, focus on getting your ideas down before worrying about perfect spelling or presentation. If spelling is making it difficult to express yourself, consider using speech-to-text or typing with spellcheck rather than trying to remember every spelling while you are also developing your ideas. You can then go back and edit your work afterwards. If you find it easier to explain something verbally, consider whether you can use this strength when appropriate.
Develop ways of remembering information that work for you. Repetition, visual information, audio recordings, diagrams, mind maps, colour coding and linking new information to something you already know can make information easier to remember. You do not have to use the same learning method as everyone else.
If you are studying, speak to your school, college or university about learning support and reasonable adjustments. Depending on your circumstances, this may include additional time, use of a computer, assistive technology, access to course materials in advance, alternative formats, support with note-taking or adjustments to assessments. You do not need to wait until you are struggling significantly before asking for support.
If you are working, consider whether reasonable adjustments could make your role more accessible. This might include written instructions, additional time for reading or written tasks, assistive technology, speech-to-text software, text-to-speech software, clear formatting of documents or agreed ways of communicating important information. An employer or occupational health service may be able to help identify appropriate adjustments.
Try to separate your literacy difficulties from your overall sense of ability. Finding reading or writing difficult does not mean that you are unintelligent or incapable. You may understand complex information but need longer to process it or a different way of accessing it. Notice the things you are good at and use those strengths alongside strategies for the areas you find more difficult.
Be mindful of self-critical thoughts that may have developed from previous experiences. If you regularly think I’m stupid, I’m lazy or I can’t do anything properly because you have made a spelling mistake or needed longer to read something, try to replace this with a more accurate description, such as Reading this takes me longer, so I need more time. This recognises the difficulty without turning it into a judgement about yourself.
If reading or writing situations make you anxious, give yourself time to slow down rather than trying to hide the difficulty by rushing. Anxiety can make concentration and processing more difficult, particularly when you are worried about making mistakes in front of other people. If anxiety, low confidence or avoidance is having a significant impact on your life, consider speaking to a GP or mental health professional.
Do not be afraid to explain what helps you. You might need to tell someone that you process information better when instructions are written down, that you need additional time to read something or that you would prefer to use a computer rather than handwriting. Asking for an adjustment is not asking for an unfair advantage; it is about making information and tasks accessible.
Keep using strategies that work, even if other people do not need them. Dyslexia affects people differently, so there is no single strategy that everyone should use. The aim is to find practical ways of accessing information, expressing yourself and completing everyday tasks while reducing unnecessary stress and effort.
How to help a loved one
If someone you care about has dyslexia, try to understand that difficulties with reading, spelling or writing are not a reflection of their intelligence, effort or motivation. Tasks that seem quick or straightforward to you may require considerably more concentration for them. Avoid comments such as just read it, try harder or you know this already, as these can increase frustration and embarrassment without addressing the underlying difficulty.
Ask the person what they find difficult and what helps rather than assuming you know what they need. Dyslexia affects people differently, so one person may find reading aloud particularly difficult while another may mainly struggle with spelling, written organisation or processing large amounts of information. Giving them the opportunity to explain their own experience can help you provide support that is actually useful.
Give information in a clear and accessible way. If you need to explain something important, consider using shorter sections, clear language or a combination of spoken and written information. If there are several instructions, break them down into manageable steps rather than giving everything at once. Where appropriate, check that the person has understood the information without making them feel tested or judged.
Be patient when the person is reading or writing. Avoid finishing their sentences, correcting every spelling mistake or rushing them to give an answer. If they are reading something aloud, give them time to work out unfamiliar words. If they are writing, focus on what they are trying to communicate rather than allowing spelling or presentation to overshadow their ideas.
Encourage the use of assistive technology and other strategies. Text-to-speech software, speech-to-text tools, audiobooks, spellcheckers, reading pens and other accessibility tools can make a significant difference. Avoid suggesting that someone should stop using these tools because they are too reliant on them. The purpose of an adjustment is to reduce unnecessary barriers and allow the person to use their abilities more effectively.
For children and young people, work with their school or college where appropriate. Teachers, Special Educational Needs Coordinators (SENCOs) and other professionals may be able to provide learning support and reasonable adjustments. If a child is struggling with reading or written work, focus on helping them develop confidence as well as literacy skills. Praise effort, progress and strengths rather than focusing only on mistakes.
For adults, encourage them to access support in education or employment if dyslexia is affecting their day-to-day life. This may include reasonable adjustments, assistive technology, additional time or changes to how information is presented. Offer practical help with finding out what support is available, but allow the person to remain involved in decisions about their own needs.
Be aware of the emotional impact of repeated difficulties. Someone who has spent years being told that they are slow, careless or not trying hard enough may have developed low confidence or anxiety around reading and writing. They may avoid reading aloud, completing forms, writing messages or asking for help because they are worried about being judged. Give them opportunities to talk about these experiences without immediately trying to dismiss or fix their feelings.
Try not to compare the person with siblings, classmates, colleagues or other people. Comments such as your brother can do this or everyone else has finished can make difficulties feel like a personal failure. Instead, recognise that people process information differently and may need different amounts of time or different approaches.
Support the person’s strengths as well as their difficulties. Dyslexia does not determine someone’s intelligence or potential, and someone may have considerable strengths in creativity, reasoning, problem-solving, communication, practical skills or visual thinking. Make sure that conversations about dyslexia do not become focused entirely on what the person finds difficult.
If the person is avoiding something because they are worried about making a mistake, offer support without taking over completely. For example, you could sit with them while they complete a form, help them understand the instructions or give them time to work through the task themselves. Taking over every reading or writing task may make the person feel less independent, so ask what level of support they would find helpful.
Respect their privacy and preferences. Dyslexia is personal information, and the person should generally decide who they want to tell about it. Ask before discussing their difficulties with teachers, employers, relatives or other people unless there is a clear safeguarding or support reason for sharing information.
If dyslexia is affecting their emotional wellbeing, encourage them to seek appropriate support. A GP, counsellor or mental health professional may be helpful if they are experiencing significant anxiety, low mood, low self-esteem or avoidance. Psychological support does not treat dyslexia itself, but it can help with the emotional impact of difficult experiences.
Finally, be patient with yourself as well. Supporting someone does not mean you need to solve every difficulty for them. Listen, ask what they need, respect their independence and provide practical help where appropriate. Sometimes the most helpful thing you can do is make it clear that they do not have to feel embarrassed about needing information presented differently or taking a little longer to process it.
Myth Buster
Myth: Dyslexia means someone is unintelligent.
Truth: Dyslexia is not related to intelligence. Someone can have dyslexia alongside strong abilities in reasoning, creativity, problem-solving, communication, memory, practical skills and many other areas.
Myth: Dyslexia means someone cannot read.
Truth: People with dyslexia can learn to read. They may find reading less automatic, less fluent or more effortful and may need additional time or different ways of accessing written information.
Myth: Dyslexia is just about reversing letters.
Truth: Reversing letters or numbers can happen for some people, particularly when they are learning, but dyslexia involves much more than this. Difficulties can include reading fluency, recognising words, spelling, processing written information and linking letters with sounds.
Myth: Dyslexia is caused by laziness.
Truth: Dyslexia is a specific learning difficulty and is not caused by someone being lazy, careless or unwilling to try. Someone may put considerable effort into tasks that other people find straightforward.
Myth: Someone with dyslexia just needs to practise more.
Truth: Practice can support learning, but dyslexia is not simply caused by a lack of practice. People may benefit from specific teaching approaches, assistive technology, reasonable adjustments and strategies that match their individual difficulties.
Myth: Dyslexia only affects children.
Truth: Dyslexia is lifelong and can affect people throughout adulthood. Adults may experience difficulties with reading, spelling, writing, paperwork, emails, instructions, organisation or processing large amounts of written information.
Myth: If someone can read well, they cannot have dyslexia.
Truth: Some people with dyslexia become highly skilled readers through education, practice and strategies. They may still experience difficulties with spelling, reading speed, written expression or processing written information, particularly when they are tired or under pressure.
Myth: Dyslexia affects everyone in the same way.
Truth: Dyslexia is different for each person. One person may mainly struggle with reading speed, another with spelling, and another with writing, processing speed or remembering written information.
Myth: Using spellcheck or text-to-speech means someone is cheating.
Truth: Assistive technology can be a reasonable and appropriate support for people with dyslexia and other learning difficulties. Tools such as spellcheck, text-to-speech and speech-to-text can help reduce barriers and allow someone to demonstrate their knowledge and skills without their difficulties with reading or writing getting in the way.
Support
If you think you or someone you care about may have dyslexia, speaking to an appropriate professional can help you understand the difficulties and identify what support may be useful. For children and young people, this may include a teacher, Special Educational Needs Coordinator (SENCO), educational psychologist or other learning-support professional. For adults, support may be available through an education provider, employer, occupational health service or specialist assessment service.
If dyslexia is affecting education, speak to the school, college or university about learning support and reasonable adjustments. The type of support available will depend on the person’s circumstances and educational setting. This may include additional time, use of a computer, access to assistive technology, alternative formats, support with note-taking, access to course materials in advance or adjustments to assessments. It can be helpful to explain the specific difficulties you experience rather than simply saying that reading or writing is difficult.
If you are working, consider whether reasonable adjustments could make your role more accessible. Depending on your job, this could include additional time for reading or written tasks, text-to-speech or speech-to-text software, written rather than verbal instructions, clear formatting, access to information in advance or agreed ways of communicating important information. An employer or occupational health service may be able to help identify appropriate adjustments.
Assistive technology can be particularly useful. Text-to-speech can allow written information to be heard rather than relying entirely on reading, while speech-to-text can make it easier to communicate ideas without having to concentrate on spelling and handwriting at the same time. Spellcheckers, audiobooks, electronic dictionaries, reading pens and accessible digital documents may also reduce unnecessary barriers.
If dyslexia is affecting confidence, anxiety or emotional wellbeing, consider seeking additional support. Repeated experiences of struggling, being corrected or feeling different from other people can have an emotional impact. A GP, counsellor or mental health professional can provide support for anxiety, low mood, low self-esteem or avoidance associated with these experiences. Psychological therapy does not treat dyslexia itself, but it can help with the emotional effects of living with a learning difficulty.
For parents and carers, it can be helpful to work collaboratively with education professionals rather than waiting until difficulties become severe. Sharing information about what the child finds difficult and what strategies work at home can help create more consistent support. Encourage the child’s strengths and interests alongside providing help with areas they find challenging.
If you are an adult who has developed strategies to manage dyslexia for many years, you may still benefit from additional support if your circumstances change. Starting university, changing jobs, taking on a role involving more paperwork or experiencing increased responsibilities can make previously manageable difficulties more noticeable. Needing additional support at a different stage of life does not mean that you have become less capable.
Support can also come from trusted people around you. You may find it helpful to explain how you process information and what others can do to make communication easier. For example, you might ask someone to give you written instructions, allow you time to read information or avoid putting you on the spot when you need longer to process something.
You do not need to wait until dyslexia is causing a major problem before asking for help. Early support can reduce frustration, improve confidence and make education, work and everyday tasks more manageable. The most useful support will depend on the person’s individual strengths, difficulties and circumstances, so it is worth identifying what specifically creates barriers and finding strategies that address those difficulties.
Therapy interventions
Therapy is not required simply because someone has dyslexia, and there is no psychological therapy that removes dyslexia. The most appropriate support depends on the person’s individual needs. Educational and specialist learning support may be more relevant to the underlying difficulties, while psychological therapy
- Cognitive Behavioural Therapy (CBT) – CBT can help with anxiety, low self-esteem, negative thoughts and avoidance that may develop after repeated difficulties with reading, writing or learning. It can help someone recognise unhelpful beliefs about their abilities and develop more balanced ways of thinking and responding.
- Acceptance and Commitment Therapy (ACT) – ACT can help someone respond differently to difficult thoughts and feelings about dyslexia while continuing to engage in activities that are important to them. It can be useful when someone has become highly self-critical or is avoiding situations because they are worried about making mistakes.
- Counselling – Counselling can provide a safe space to talk about frustration, embarrassment, anxiety, low confidence or difficult experiences related to education, work or relationships. It can be particularly helpful for someone who has experienced years of feeling misunderstood, criticised or compared with others.
- Psychoeducation – Psychoeducation involves learning about dyslexia, how it can affect people and the strategies and adjustments that may be helpful. Understanding the reason for particular difficulties can reduce self-blame and help someone communicate their needs more confidently.
- Educational Psychology Support – Educational psychologists can assess learning needs and help identify appropriate strategies and adjustments, particularly for children and young people. They may work with families and education settings to understand how dyslexia affects learning and what support could reduce barriers.
- Specialist Dyslexia Support – Specialist dyslexia professionals can help identify individual strengths and difficulties and recommend practical strategies, assistive technology and reasonable adjustments. This type of support is often more directly relevant to dyslexia than psychological therapy.
- Occupational Therapy (OT) – Occupational therapists may help when dyslexia is affecting everyday activities, organisation or independence. Support may include developing routines, using visual or digital tools, improving task organisation and identifying practical ways of completing activities more easily.
- Family or Systemic Therapy – Family or systemic approaches may be useful when dyslexia has contributed to conflict, misunderstanding or stress within a family. The focus can be on improving communication and helping family members understand the person’s difficulties and support needs.
Helplines
British Dyslexia Association
The British Dyslexia Association (BDA) provides information, support and signposting for people with dyslexia, dyscalculia and other areas of neurodiversity, as well as parents, carers, education professionals and employers. Its helpline can provide information about assessment, education, employment, accessibility, reasonable adjustments and everyday life.
Phone: 0333 405 4567
Opening times: Tuesday 10 am–1 pm, Wednesday 1 pm–3 pm, Thursday 1 pm–3 pm
Email: helpline@bdadyslexia.org.uk
Website: www.bdadyslexia.org.uk
National Numeracy
National Numeracy is a UK charity that aims to improve people’s confidence and ability to use numbers in everyday life, including at home, at work and in education. It provides free resources and learning opportunities to help people develop their numeracy skills and feel more confident with numbers.
Phone: 01273 900 298
Email: support@nnchallenge.org.uk
Website: www.nationalnumeracy.org.uk
NHS 111 (Option 2)
NHS 111 is an NHS service providing urgent medical and mental health advice and support. It can help with mental health concerns, emotional distress, anxiety, low mood, suicidal thoughts and other urgent health problems.
Phone: For mental health support, call 111 and select the mental health option (option 2).
Opening times: Available 24 hours a day, 7 days a week.
Samaritans
Samaritans is a charity providing emotional support to anyone who is struggling to cope or needs someone to talk to. They are there for people experiencing all sorts of difficulties, including stress, anxiety, loneliness, relationship or family problems, bereavement, feeling overwhelmed and concerns about mental health or suicide.
Phone: 116 123
Opening times: 24 hours a day, 7 days a week, 365 days a year
Website: www.samaritans.org
Shout
Shout is a free, confidential text messaging service that provides support to anyone who is struggling to cope. It can help with a wide range of issues, including stress, anxiety, low mood, loneliness, relationship difficulties, bullying, self-harm, suicidal thoughts, feeling overwhelmed and other mental health challenges.
Text: SHOUT to 85258
Opening times: Available 24 hours a day, 7 days a week, 365 days a year
Website: http://www.giveusashout.org
Mind
Mind is a mental health charity providing information, advice and support for people experiencing mental health difficulties. They cover a wide range of mental health and wellbeing issues, including anxiety, depression, stress, relationships, loneliness, coping with difficult experiences and managing everyday life. Mind provides information to help people understand what they are experiencing, know their rights, find appropriate support and feel less alone.
Phone: 0300 123 3393
Opening times: 9am–6pm, Monday to Friday (excluding bank holidays)
Email: info@mind.org.uk
Website: www.mind.org.uk
YoungMinds
YoungMinds is a national charity supporting the mental health and wellbeing of children and young people. They provide information, advice and support for parents and carers who are concerned about a young person’s mental health, and help people understand mental health difficulties, find appropriate support and access useful resources. Their Parents Helpline can provide information, advice, emotional support and signposting to other services.
Parent helpline: 0808 802 5544 (9:30 am – 4 pm on Mondays, Thursdays and Fridays, and from 9:30 am – 6 pm on Tuesdays and Wednesdays)
Email: parents@youngminds.org.uk
Webchat: https://www.youngminds.org.uk/parent/parents-helpline/
Childline
Childline is a free service for young people to talk to a counsellor about anything. The service is available 24 hours a day, 7 days a week. Childline is available to anybody who is 18 years old or younger.
Phone: 0800 1111
Opening times: Available 24 hours a day, 7 days a week, 365 days a year
You can also find helpful resources, speak to a counsellor online or send a message on their site.
Website: www.childline.org.uk
For adults concerned about a child, the NSPCC can be contacted
NSPCC
NSPCC is a children’s charity that works to protect children and prevent abuse and neglect. They provide support and advice for adults about child abuse, neglect, child safety, online safety and children’s mental and emotional wellbeing.
Phone: 0808 800 5000
Opening times: 10 am–4 pm, Monday–Friday
Email: help@nspcc.org.uk
Email opening times: 11 am–4 pm, 7 days a week
Website: www.nspcc.org.uk
CALM (Campaign Against Living Miserably)
CALM (Campaign Against Living Miserably) is a charity providing support for people who are struggling with their mental health or experiencing emotional distress. They support people with issues including low mood, anxiety, loneliness, stress, suicidal thoughts and difficult life experiences.
Phone: 0800 58 58 58
Opening times: 5pm–midnight, every day
Webchat: 5pm–midnight, every day
WhatsApp: Available through the CALM website
Website: www.thecalmzone.net
