tl;dr-ELT

As educators, we often hear about dyslexia & assume we understand it. However, despite growing awareness, misconceptions persist. Dyslexia is a neurodevelopmental disorder, but its definition remains a topic of debate. A recent study, “Toward a consensus on dyslexia: findings from a Delphi study” (Carroll et al., 2025), offers a fresh perspective by synthesising expert opinions to propose a more comprehensive definition.

So, what exactly is dyslexia? At its core, dyslexia is a specific learning difficulty characterised by persistent challenges in reading & spelling, despite adequate intelligence & educational opportunities. It is primarily linked to difficulties in phonological processing—the ability to recognise & manipulate the sounds of language.

However, dyslexia is not just about reading; it can also affect working memory, processing speed, & even the acquisition of other skills like maths or learning a second language.

Common Misconceptions About Dyslexia:

• Letter Reversal: Many believe dyslexia involves reversing letters (e.g., confusing “b” & “d”). While this can happen, it’s not a defining feature & is common in all early readers.
• Visual Problem: Dyslexia is often mistakenly thought to be a visual issue. In reality, it’s rooted in language processing, not vision.
• Low Intelligence: Hopefully this misconception has been abandoned, but in the not-so-distant past dyslexia was seen to be related to low intelligence. It should come as no surprise to anyone that many individuals with dyslexia have average or above-average IQs.
• Outgrown with Age: Dyslexia is a lifelong condition. While individuals can develop strategies to manage it, the underlying difficulties persist.
• Rare Condition: Dyslexia is actually quite common, affecting an estimated 5-20% of the population, depending on diagnostic criteria.

The study, conducted using the Delphi method—a structured process where experts iteratively refine their opinions to reach a consensus—involved 58 experts from diverse fields, including academics, psychologists, specialist teachers & individuals with lived experience of dyslexia. The researchers identified 42 key statements about dyslexia, which were used to propose a new, more nuanced definition.

Key findings include:

• Dyslexia is a set of processing difficulties that affect reading & spelling.
• It exists on a continuum, with varying degrees of severity.
• Phonological processing difficulties are central but don’t fully explain the variability observed.
• Dyslexia frequently co-occurs with other developmental disorders, such as ADHD or dyscalculia (a learning disorder that affects math skills and number sense).
• Environmental & genetic factors both play a role in its development.

The study builds on decades of research, from Rudolf Berlin’s early theories of “word blindness” (Berlin, a German ophthalmologist  coined the term “dyslexia”) in the 1880s to Samuel Orton’s neurological explanations in the 1920s. By the 1990s, the focus shifted to phonological awareness, & today, we recognize dyslexia as a multifactorial condition influenced by both genetic & environmental factors.

Prevalence of Dyslexia in English vs. Other Languages:
Interestingly for ELTs, the prevalence & manifestation of dyslexia can vary depending on the language being learnt. English, with its complex orthography (spelling system) & irregular sound-letter correspondences, is often considered one of the most challenging languages for individuals with dyslexia. Studies suggest that dyslexia may be more easily identified in English-speaking populations due to these irregularities.

In contrast, languages with more consistent phoneme-grapheme correspondence, such as Italian or Spanish, may present fewer overt reading difficulties, making dyslexia less apparent. However, dyslexia still exists in these languages, often manifesting more subtly in areas like reading fluency or speed rather than accuracy. This highlights the importance of considering linguistic context when diagnosing & supporting individuals with dyslexia.

Teacher Takeaways?

Recognise the Continuum: Dyslexia isn’t a one-size-fits-all condition. Learners may exhibit varying degrees of difficulty, so tailored support is key.
For example, some may struggle primarily with decoding words, while others may have more difficulty with reading fluency or spelling. Use diagnostic assessments to identify specific areas of need & adapt your teaching strategies accordingly. Consider offering one-on-one support or small group sessions to address individual challenges.

Focus on Fluency: Reading fluency & spelling are critical markers of dyslexia. Incorporating activities that build these skills can make a significant difference.
For instance, use repeated reading exercises with texts relevant to learners’ interests or professions to improve fluency. Introduce multisensory spelling techniques, such as using apps or digital tools that allow learners to hear, see & type words simultaneously, to reinforce spelling patterns.

Consider Co-occurring Conditions: Dyslexia often overlaps with other developmental disorders. Being aware of this can help in providing holistic support. For example, if a learner with dyslexia also shows signs of ADHD, consider incorporating flexible learning environments, such as allowing breaks or providing digital tools for organisation & time management. Collaboration with specialists, such as occupational therapists or psychologists, can also provide valuable insights & strategies tailored to (adult or YL) learners.

This research is a handy reminder of how complex & dynamic learning difficulties can be. It challenges us to think beyond surface-level symptoms & consider the broader cognitive & environmental factors at play.

How do you approach supporting students with reading difficulties in your classroom?