Where Differences are Strengths and Every Child Belongs
DYSLEXIA WHISPERERS®: Specialists in Identifying, Supporting and Celebrating Learning Differences. Dyslexia Re-Routed! The Centre that Screens Three Year Olds!
What is Dyslexia?
How is Dyslexia defined by organisations?
The Delphi Dyslexia Definition
https://onlinelibrary.wiley.com/doi/10.1002/dys.1800
Dyslexia is a set of processing difficulties that affect the acquisition of reading and spelling (S8)
In dyslexia, some or all aspects of literacy attainment are weak in relation to age, standard teaching and instruction, and level of other attainments (S16)
Across all languages, difficulties in reading fluency and spelling are key markers of dyslexia (S4)
Dyslexic difficulties exist on a continuum and can be experienced to various degrees of severity (S19)
The nature and developmental trajectory of dyslexia depends on multiple genetic and environmental influences (S14)
Dyslexia can affect the acquisition of other skills, such as mathematics, reading comprehension or learning another language (S17)
The most commonly observed cognitive impairment in dyslexia is a difficulty in phonological processing (i.e., in phonological awareness, phonological processing speed or phonological memory). However, phonological difficulties do not fully explain the variability that is observed (S7)
Working memory, processing speed and orthographic skills can contribute to the impact of dyslexia (S31)
Dyslexia frequently co-occurs with one or more other developmental difficulties, including developmental language disorder, dyscalculia, ADHD, and developmental coordination disorder (S18)
The International Dyslexia Association Definition
Dyslexia is a specific learning disability characterized by difficulties in word reading—affecting accuracy, speed, or both—and/or spelling, that can vary depending on the written language system. These difficulties reflect performance at the low end of a continuum of literacy skill and occur despite evidence-aligned instruction that is effective for the individual’s peers. The cause and development of dyslexia involve the interplay of multiple biological and environmental influences. Phonological and/or morphological difficulties are common but not always present. Among the secondary consequences are limitations in language development and academic progress as well as challenges to psychological wellbeing and vocational opportunities. Although identification and targeted instruction are important at any age, language and literacy support before and during the early years of education can be particularly effective.
A few thoughts from Emma Hartnell-Baker
This part of the IDA definition — “Phonological and/or morphological difficulties are common but not always present” — will need careful interpretation. As seen here, Luca could pass the Phonic Screening Check and had phonemic awareness. He demonstrates that this statement is accurate. But most won't understand that.
The IDA definition still defines dyslexia behaviourally — by persistent word reading and spelling difficulties — but acknowledges that the underlying causes can vary. Phonological and morphological deficits remain the most common correlates, yet do not account for the whole story.
This clarification broadens scientific inclusivity but risks public confusion, since it may be misread as “dyslexia without any linguistic component.” The definition doesn’t support that interpretation — it simply recognises that the cognitive underpinnings are more complex and sometimes multifactorial.
I’d actually be happy to move away from a definition based on my own work, as very little is actually done when children receive a diagnosis. The schools I support have stopped requesting dyslexia diagnoses altogether as we are focused on preventing reading and spelling difficulties. But regardless of what we call it, when children are eight or older and struggling, too many are experiencing preventable difficulties connecting speech and print. That is why early screening matters.
For reading and spelling, neuroplasticity related to print–speech integration changes markedly after around age seven (Kuhl, 2010; Shaywitz et al., 2004; Ehri, 2014; Ozernov-Palchik & Gabrieli, 2018; Raschle et al., 2020). Before that age, targeted early input can usually prevent difficulties from becoming entrenched. Beyond that point, intervention often focuses on helping children compensate for established processing patterns rather than reshaping them. By then, many have developed coping mechanisms in response to instruction that did not align with their learning profile. As a result, they are less likely to form the efficient phonological–orthographic connections seen in children who receive timely support. Reading with ease before seven really matters.
The new IDA definition highlights the importance of early screening and prevention to avoid the dyslexia paradox. The years from five to seven are crucial, as this is when the gap between children who find reading easy and those who struggle begins to widen.
Even if you’re not part of the Speedie Readies pilot starting in January, where we begin supporting children in Reception and Year 1, please consider introducing it from Reception Term 2. Whole-class synthetic phonics is not enough. Phonemic awareness is not enough. The official Speedie Readies web site is here: SpeedieReadies.com