Reading accuracy and fluency
A child may read slowly, guess words, lose their place, or find unfamiliar words hard to work out. Comprehension may be stronger when text is read aloud.
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What is dyslexia?
Dyslexia is a specific learning difficulty that primarily affects accurate and fluent word reading and spelling. It is not a measure of intelligence, effort, parenting, or potential.
A pattern, not one single sign
Dyslexia is usually noticed as a pattern over time. A child may understand ideas well, contribute thoughtfully in conversation, or solve problems confidently, but still find reading, spelling, or written work much harder than expected.
It can be confusing from the outside
Many parents describe a mismatch between what their child knows and what appears on the page. That mismatch can affect confidence, homework, independence, and how a child feels about school.
What dyslexia can affect
Dyslexia is most closely linked with literacy, but it can also affect related skills that make classroom learning and homework feel more demanding.
Spelling and written work
Spelling may be variable, even for words that have been practised. Written work can be shorter, slower, or less detailed than the child's spoken ideas.
Phonological skills
Some learners find it hard to hear, remember, or manipulate the sounds in words. This can affect decoding, spelling, and learning new word patterns.
Memory and processing speed
Instructions, sequences, times tables, copying, or timed tasks may take extra effort. This does not mean a child is not listening or not trying.
Common strengths and difficulties
Every dyslexic learner is different. The same child may show real strengths in one setting and need significant support in another.
- Strong spoken vocabulary, ideas, curiosity, creativity, visual thinking, practical reasoning, or problem-solving.
- Slow, hesitant, or inaccurate reading, especially with unfamiliar words or longer passages.
- Spelling that does not seem to reflect the amount of practice, revision, or effort given.
- Difficulty getting ideas onto paper, organising writing, copying from the board, or finishing written work in time.
- Challenges with remembering instructions, sequences, word meanings, days, months, or times tables.
- Tiredness, frustration, avoidance, worry, or reduced confidence around reading, spelling, writing, or homework.
What dyslexia is not
Clear language matters. Dyslexia can explain a profile of strengths and difficulties, but it should not be used to make assumptions about a child's ability, character, or future.
Not laziness or lack of care
A learner can be working hard and still make spelling errors, read slowly, or struggle to complete written tasks under pressure.
Not low intelligence
Dyslexia can occur across a wide range of abilities. Many children with dyslexic-type difficulties have strong understanding and thoughtful ideas.
Not always obvious
Some children mask their difficulties, avoid tasks, memorise text, or rely on adults for support. Their effort can hide how hard literacy feels.
Not the only possible explanation
Reading and writing difficulties can also relate to language needs, attention, anxiety, gaps in teaching, hearing or vision issues, or broader learning needs.
When to look more closely
It may be time to gather more evidence when concerns persist despite practice or support, or when the gap between understanding and written work is affecting confidence, progress, or school conversations.
Assessment can clarify the profile
A diagnostic assessment looks at patterns across literacy and related processing areas. If the evidence does not point to dyslexia, the findings can still help with support planning.
Which route may help?
The right route depends on the question you need answered. Screening, profiling, and diagnostic assessment are different tools, and none should promise more than the evidence can support.
| Route | When it may help | Age range | Cost | Important to know |
|---|---|---|---|---|
| Dyslexia Screening | You want an initial indication of possible dyslexic-type difficulties before deciding what to do next. | 7 to 16 | £125 | Screening does not diagnose dyslexia. |
| Strengths and Difficulties Profile | You need a practical strengths and difficulties profile to support planning at home or school. | 7 to 16 | £250 | A profile is useful for support planning, but it is not a diagnostic dyslexia assessment. |
| Diagnostic Dyslexia Assessment | You need a detailed assessment of literacy and related skills, with a written report and recommendations. | 8 to 16 | £550 | The assessment takes approximately 3 hours. A diagnosis is not guaranteed. |
| School Support and CPD | A school needs specialist guidance, learner profiling, practical recommendations, or staff training. | Discuss by enquiry | Enquiry-led | Scope, fit, and next steps are agreed through enquiry. |
How support should feel
Good support should reduce shame and make learning more manageable. It should help adults understand what is hard, what is strong, and which adjustments are realistic.
- Use clear, kind language so the child understands that difficulties are real and supportable.
- Keep expectations high while changing how literacy tasks are taught, practised, or recorded.
- Focus on a small number of useful strategies rather than overwhelming the child with too many changes.
- Share information between home and school so support is consistent and proportionate.
You do not need to decide alone
If you are wondering whether dyslexia could explain what you are seeing, contact Jen with your child's age, year group, and main concerns. You can call 07834 904079 or email leapdyslexiaservices@gmail.com.