Identifying and supporting individuals with dyslexia

Dyslexia is a learning difficulty that impacts an estimated one in ten people in the UK. While widely recognised for its effects on reading, writing, and spelling, it can also affect other areas such as working memory, sequencing and time management. The severity and specific manifestations of dyslexia vary significantly from person to person. Early identification is paramount, as it ensures individuals receive the appropriate support and tools necessary to build confidence in their academic journeys and later life.

Facts about dyslexia in schools

In the 2023/2024 academic year, only 21.6% of students with Specific Learning Difficulties (SpLD) such as dyslexia achieved a grade 5 or above in English and maths GCSEs, compared to 51.9% of students without Special Educational Needs (SEN). Additionally, only 39.5% of dyslexic students passed both subjects at grade 4 level, contrasting with 72.3% of their peers. This highlights the need for improved identification and support [1] [2] [3] [4]

Identifying dyslexia in children and young adults

Recognising the signs of dyslexia in children and young adults can help ensure timely support. As children begin formal education, the signs of dyslexia often become more apparent due to daily exposure to reading, writing, and spelling tasks. Some possible indicators might be;

  • Making frequent and inconsistent spelling errors.
  • Struggling to read aloud, often with many errors, or reading slowly and hesitantly.
  • Having untidy or illegible handwriting.
  • Finding it difficult to follow multi-step instructions.
  • Trouble learning sequences, such as the months of the year, days of the week, or the alphabet.
  • Difficulty recognising and manipulating the sounds in words.
  • Taking an unusually long time to complete written tasks.

Recent initiatives to support dyslexic individuals

Jamie Oliver’s Dyslexia Revolution

Recent efforts have highlighted the importance of early intervention and a refined understanding of dyslexia. Jamie Oliver has launched a significant campaign called “Jamie’s Dyslexia Revolution” to advocate for better support for dyslexic children in schools.

Working with organisations such as the British Dyslexia Association (BDA), the campaign pushes for key reforms including: universal dyslexia screening for all primary school children, improved teacher training with mandatory dyslexia education, and greater use of assistive technology in classrooms.

Universal dyslexia screening: This calls for mandatory, early dyslexia screening for all primary school children, ideally within their first two years, to ensure timely identification and intervention.

Enhanced teacher training: Offer improved and mandatory teacher training on dyslexia and broader neurodiversity. This aims to equip all educators with the knowledge and tools needed to identify, understand, and effectively support neurodiverse children, including those with ADHD, autism, and dyspraxia, ensuring no child is left behind due to a lack of appropriate teaching methods.

Increased use of Assistive Technology: A wider adoption of assistive technology in classrooms, recognising its crucial role in helping dyslexic learners process information in ways that suit their strengths.

You can find out more about Jamie’s campaign here https://www.jamieoliver.com/we-need-to-talk-about-dyslexia/

“Delphi Definition” of Dyslexia

The definition of dyslexia has recently been updated to more accurately describe it and ensure individuals receive the specific support they require. The new “Delphi definition,” was developed through research conducted by the University of Birmingham, the SpLD Assessment Standards Committee (SASC), Kings College London, and the University of Oxford and is published in the Journal of Child Psychology and Psychiatry [5] Key aspects of this updated definition include:

  • Dyslexia is a set of processing difficulties that affect the acquisition of reading and spelling.
  • In dyslexia, some or all aspects of literacy attainment are weak in relation to age, standard teaching and instruction, and level of other attainments.
  • Across languages and age groups, difficulties in reading fluency and spelling are a key marker of dyslexia.
  • Dyslexic difficulties exist on a continuum and can be experienced to various degrees of severity.
  • The nature and developmental trajectory of dyslexia depends on multiple genetic and environmental influences.
  • Dyslexia can affect the acquisition of other skills, such as mathematics, reading comprehension or learning another language.
  • 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.
  • Working memory, processing speed and orthographic skills can contribute to the impact of dyslexia.
  • Dyslexia frequently co-occurs with one or more other developmental difficulties, including developmental language disorder, dyscalculia, ADHD, and developmental coordination disorder.

Other ways to support

British Dyslexia Association (BDA)

The British Dyslexia Association (BDA) do great work for dyslexic people in the UK, aiming to promote a dyslexia friendly society where individuals can reach their full potential. They offer a range of ways for people to get involved and support their work:

  • Membership: Becoming a member of the BDA helps them drive changes in society. Membership provides a collective voice for dyslexic people and their families.
  • Donations: You can make one-off donations or set up regular giving through their website.
  • Fundraising: You can organise your own fundraising events or participate in challenges to raise money for the BDA. Details on setting up sponsorship pages are available on their website https://www.bdadyslexia.org.uk/
  • Volunteering: The BDA is supported by many volunteers who help highlight challenges faced by dyslexic people and promote the strengths of dyslexic thinking. While specific roles may vary, you can express interest in future volunteering opportunities by contacting them.
  • Community Engagement: Join the BDA Dyslexia Community, follow them on social media channels and share their posts to help spread awareness.

For more information on how to support and get involved with the British Dyslexia Association, please visit their official website at bdadyslexia.org.uk.

Assistive Technology

Assistive Technology plays a vital role in creating a more equitable environment for dyslexic individuals. Various solutions are available, such as software for teaching reading, writing, maths, and study skills. Examples include computers that clarify text and read it aloud, portable recorders, dictionaries, scanners, speech recognition software for writing, and concept-mapping software for organising ideas.

Iansyst can provide tools and assistive technology to help overcome the learning difficulties associated with dyslexia. Here are some examples of the assistive technology available through our dyslexic.com website:

SprintPlus
Spellex Write-Assist
Sensory Readable
Read & Write Annual (Digital Download)

For more information on our full range of products, please visit https://www.dyslexic.com/ or if you have any questions, ring us on +44 01353 881 066.

Footnote references

[1] Mind the Gap: GCSE Results and the Dyslexia Divide May 2025

[2] Learning Disabilities Statistics: An Overview for 2025

[3] How Common Are Dyslexia and Dyscalculia in the UK? [Updated 2024]

[4] Leaping to Academic Success: Dyslexia Support in the UK

[5] The Journal of Child Psychology and Psychiatry. Towards a consensus on dyslexia: findings from a Delphi study

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