What is Dyslexia?

Dyslexia is a difference in how the brain processes language. It makes reading, writing, spelling, and/or math, more difficult, despite average or above-average intelligence.

“Dyslexia is an unexpected difficulty in learning to read. Dyslexia takes away an individual’s ability to read quickly and automatically, and to retrieve spoken words easily, but it does not dampen one’s creativity and ingenuity.”

— THE YALE CENTER FOR DYSLEXIA & CREATIVITY

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dyslexic thinking

[ dis-lek-sik thing-king ]

noun

an approach to problem solving, assessing information, and learning, often used by people with dyslexia, that involves pattern recognition, spatial reasoning, lateral thinking, and interpersonal communication.

People with dyslexia often have strengths in creativity, problem-solving, and big-picture thinking. “Dyslexic Thinking” is a noun in the dictionary and a skill on Linkedin.

“Dyslexic individuals have a range of natural strengths that make them ‘hard-wired’ for the in demand skills of the future.”

— EY & MADE BY DYSLEXIA VALUE OF DYSLEXIA REPORT

Green magnifying glass icon on a light gray background. Two people sit at a table with flashcards showing the letters "p," "o," and "d," and an orange card with "o" on it, along with paper, a pen, a pencil, and a drink. – Centre for Dyslexia

Signs
of dyslexia

  • Trouble pronouncing words correctly (e.g. “aminal” for “animal” or “psghetti” for “spaghetti”)
  • Trouble with rhyming (e.g. not knowing that “cat” rhymes with “hat”)
  • Difficulty noticing the parts of words
  • Trouble clapping out syllables in words
  • Difficulty learning letter names and sounds
  • Difficulty blending sounds to make a word
  • Difficulty learning to read
  • Omits small words when reading aloud
  • Reading is choppy and disjointed
  • Avoids reading or shows frustration when reading
  • Poor or inconsistent spelling
  • Unexpected struggles at school, despite effort and ability
  • Low confidence compared to peers
Green line drawing of a mountain with a flag at its peak, symbolizing achievement or reaching a goal. – Centre for Dyslexia

Strengths
of dyslexia

  • Creativity and original thinking: generating fresh ideas and inventive solutions
  • Big-picture thinking: seeing goals and possibilities beyond the details
  • Visualization: vividly imagining concepts and scenarios
  • Communicating, reasoning, and storytelling: simplifying complex ideas and engaging others
  • Complex problem solving: tackling messy problems with innovative approaches
  • Observational skills: highly observant, often noticing details that others may miss
  • Connecting and seeing patterns: spotting links, trends, and insights
  • Curiosity: a desire to learn, investigate, or understand new things
  • Empathy and interpersonal awareness: understanding people and building strong relationships

Dyslexia
Quick Facts

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80–90%

Of all learning disabilities are dyslexia-related

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20%

Up to 1 in 5 people are affected by dyslexia

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Dyslexia is:

  • Hereditary: Often runs in families
  • Not linked to intelligence: Dyslexics often have average to above-average intelligence with many unique strengths
  • A neurological difference: Stems from differences in how the brain processes language
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Dyslexia often co-occurs with:

  • ADHD
  • Executive function challenges
  • Anxiety or depression
  • Dyscalculia, dysgraphia, or other learning differences
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Signs of dyslexia can be identified as early as preschool.
The earlier support begins, the greater the impact.

What Helps

Helping a child with dyslexia begins with awareness, understanding, and excellent instruction. It is essential to understand a child’s unique learning profile (their strengths as well as their challenges) and to recognize and affirm a child’s intelligence.

The gold standard for teaching children with dyslexia is Structured Literacy. This approach is explicit, systematic, and cumulative, giving children the tools they need to understand how language works.

Structured Literacy is evidence-based, with research showing it to be highly effective for all learners, particularly those with dyslexia and other language-based learning differences. When delivered by highly trained teachers it can make a transformative difference.

Two people sit at a table with flashcards showing the letters "p," "o," and "d," and an orange card with "o" on it, along with paper, a pen, a pencil, and a drink. – Centre for Dyslexia

Early Identification,
Assessment & Diagnosis

Early Identification + Early Intervention = Better Outcomes for Life

Knowledge is power. The earlier dyslexia is identified, the sooner a child can access the instruction they need. Early identification opens doors to effective strategies and intervention that will help build skills and confidence, setting the stage for better long-term outcomes.

Early Childhood (Ages 3–6): The focus is on recognizing early warning signs rather than seeking a formal diagnosis. Early literacy screenings and intervention strategies can strengthen language and pre-reading skills.

Early Elementary & Beyond (Ages 6+): Formal assessments, such as a psycho-educational evaluation by a registered psychologist, can identify specific learning disorders in reading and/or written expression, like dyslexia. The evaluation results provide a clear picture of the child’s learning profile, providing key information to access interventions and accommodations at school. It also guides the creation of an Individualized Education Plan (IEP).

Selected Resources

Trusted, practical guides to learn more: