What is Dyslexia

What definition is used for dyslexia 

The advice and guidance for the identification, assessment and support of dyslexia within the Addressing Dyslexia Toolkit is linked directly to the Scottish Working Definition of Dyslexia.

The definition has been developed by the Scottish Government, Dyslexia Scotland, the Cross Party Group on Dyslexia in the Scottish Parliament and a wide range of stakeholders. This is one of many definitions available and is recommended as helpful guidance by Education Scotland.

The aim of this particular working definition is to provide a description of the range of indicators and characteristics of dyslexia as helpful guidance for educational practitioners, children, parents/carers and others.

Below is a visual representation of the difficulties associated with dyslexia. How they impact on individuals will vary.

At all stages, dyslexia is on a continuum varying from mild to severe, with a range of strengths and difficulties which are affected by the nature of the activity undertaken, the learning environment and any coping strategies and support in place. As a result, every individual with dyslexia will differ in how they are affected and in the level of severity experienced. There is however a common set of signs that can be observed.

As a starting point, see Dyslexia Scotland’s leaflet, ‘Information for teachers’.

Receiving appropriate additional support is not dependent upon the formal identification of a specific label such as dyslexia. However, this should not mean that schools and local authorities are not supportive of formally identifying additional support needs such as dyslexia. Indeed the information gathered during the identification process is valued and forms part of the ongoing monitoring of the child or young person’s progress and support.

Select the section below to access a range of short films which may help teachers to understand what it feels like to be dyslexic and to explain this to pupils, parents and colleagues