In a dyslexia-friendly Scotland, everyone will understand what dyslexia is – and what it isn’t. This page gives a simple explanation and the formal Scottish working definition.

Scottish working definition of dyslexia

Dyslexia can be described as a continuum of difficulties in learning to read, write and/or spell, which persist despite the provision of appropriate learning opportunities. These difficulties often do not reflect an individual’s cognitive abilities and may not be typical of performance in other areas.

The impact of dyslexia as a barrier to learning varies in degree according to the learning, teaching and working environment, as there are often associated difficulties such as:

auditory and/or visual processing of language-based information
phonological processing – awareness, processing speed and/or memory
oral language skills
reading fluency
short-term and working memory
sequencing and directionality
number skills
organisational ability

Motor skills and co-ordination may also be affected.

Dyslexia exists in all cultures and across the range of abilities and socio-economic backgrounds.

It is hereditary, life-long and neurodevelopmental and it can impact on wellbeing. Unidentified and/or unsupported, dyslexia can have an impact on achievement and may lead to lower self-esteem and higher stress.

Learners with dyslexia will benefit from early identification, inclusive ethos, approaches and environments, appropriate intervention and support.

Dyslexia – a simple explanation

Dyslexic brains work differently to non-dyslexic brains. It is a language-based learning difference.
Someone with dyslexia can have difficulties with:

Working memory: recalling sequences or sounds of words, instructions given orally or holding a string of information in their mind, for example keeping a PIN number in their mind long enough to type it.

Processing speed: sometimes called ‘rapid naming’ – challenges in quickly naming familiar items or symbols, such as letters, numbers, colours or objects.

Working memory and processing speed form the essential foundation for reading and spelling, which is why people with dyslexia struggle to learn these skills.
Something called ‘phonological awareness’:

Phonological awareness is important because it helps people understand how words are made up of sounds – which is a key step in learning to read and spell. For example, someone with dyslexia can have difficulty:

knowing that ‘cat’ has three sounds: c-a-t
being able to say what word you get if you take the ‘s’ off off ‘stop’ (you get ‘top’)
rhyming words like ’cow’ and ‘now’
understanding the difference between similar sounding words, like ‘have’ and ‘half’
blending sounds together to make words.

Dyslexia is life-long, rather than temporary, is largely genetic (runs in families), and commonly co-occurs with other neurodivergences, for example ADHD, dyscalculia or Developmental Language Disorder (DLD).

What challenges are related to dyslexia?

Difficulties with phonological awareness, memory and processing speed can make reading, writing, spelling skills harder. They can also affect everyday tasks at school, work and home, such as organisational skills.

What can help someone with dyslexia?

Early identification – being identified and having the right support early on in life leads to better attainment in school, greater confidence and more positive mental health.
Inclusive learning and work environments that allow people to have effective adjustments for their individual needs, for example, in exams or at work.
Skills in self-advocacy, to ask for the support that works best for them in any situation.

Everyone is unique

Everyone with dyslexia is different and has different strengths, difficulties and strategies that work for them. It is important that the individual develops their unique skills and interests, which can help manage some of their difficulties.

More dyslexia facts

Around 1 in 10 people in Scotland are dyslexic.
Dyslexia exists in all cultures.
Dyslexia often runs in the family – it’s largely genetic.
It often co-occurs with other conditions, for example ADHD or dyscalculia.
It’s not related to intelligence.
Dyslexia can be classed as a disability under the Equality Act (2010).

Getting help

To find out more or get help, contact our Helpline

Recognising strengths

It’s important to remember that everyone with dyslexia is different and that they will not all experience all of these things. Everyone has different strengths, difficulties and strategies that work for them. It is important to recognise the individual’s own unique interests, skills and abilities. These resources help people with dyslexia to identify and nurture their strengths.