Word retrieval and speed of processing difficulties may also be present. These weaknesses are part of being dyslexic but they do not cause dyslexia. Although there is agreement that dyslexia is a neurobiological disorder, there is not yet sufficient evidence to provide a consensus on the cause.

 

Dyslexia occurs across the range of intellectual abilities and is exacerbated when a learner presents with poor learning resilience and low self-esteem.  A good indication of the severity and persistence of dyslexic difficulties can be gained by examining how the individual responds to well-founded interventions.

It is best thought of as a continuum, not a distinct category and there are no clear cut cut-off points. Co-occurring difficulties are common and may be seen in aspects of language, motor coordination, mental calculation, concentration and personal organisation (although these are not by themselves necessarily markers of dyslexia).  

 

In the past, some educational settings insisted on a diagnosis of Dyslexia in order to consider necessary adjustments to the learning provision or exams; thankfully this is not a requirement under the current Joint Council for Qualifications requirements 

Typical strengths of a dyslexic profile should be highlighted and promoted within learning activities whenever possible:

• Big picture thinking

• Strong visual skills

• Creative talent

• Excellent troubleshooting

• Innovative thinking

• Emphasis on oral skills ​​

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