What is Dyslexia?

Dyslexia is the most common form of specific learning disorder, also known as SLD. The formal diagnostic term is ‘specific learning disorder with impairment in reading’.

It affects how a person learns to read and spell, and can also impact writing, comprehension, memory and organisation.

Dyslexia is not related to intelligence, hearing or vision.

 

Other learning differences
Some children may also experience:

  • Specific learning disorder with impairment in written expression – previously known as dysgraphia
  • Specific learning disorder with impairment in mathematics – often referred to a dyscalculia
  • Developmental language disorder (DLD) – difficulty understanding and/or using spoken language
  • Developmental coordination disorder (DCD or dyspraxia) – challenges with coordination and movement

 

Dyslexia is common
Dyslexia affects around 10-15% of people and often runs in families.

 

Dyslexia looks different for everyone
Dyslexia exists on a spectrum. Each person has their own unique mix of strengths and challenges.

 

Dyslexia is lifelong
Dyslexia doesn’t go away, but with the right support, children can learn, grow and succeed. Early identification makes a BIG difference.

 

Co-occurring conditions
Many people with dyslexia also experience other conditions, such as ADHD or anxiety. Recognising these early helps ensure the right support is in place.

How dyslexia can affect learning
Dyslexia mainly affects:

  • Reading (decoding words)
  • Spelling
  • Writing

It can also impact:

  • Memory and concentration
  • Following instructions
  • Organisation and planning

This can make school feel overwhelming, even for capable and intelligent students.

 

Strengths
While reading and spelling can be difficult, many children with dyslexia may show strengths in creativity, problem-solving and big-picture thinking.

 

What works
Dyslexia is best supported through structured, evidence-based teaching, including:

  • Explicit instruction
  • Step-by-step learning
  • Multi-sensory approaches
  • Synthetic phonics

These approaches benefit all learners.

 

Why it matters
Early support can change a child’s life. When we get it right for children with dyslexia, we get it right for all children.

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Signs of Dyslexia

Children with dyslexia often show a range of these signs, though each child is different.

Pre/Lower Primary School

  • Difficulties with oral rhyming, syllabification, blending and segmenting of sounds in words
  • Delayed speech and language development
  • Limited spoken vocabulary
  • Poor understanding of letter-sound links
  • Difficulty in learning letter names
  • Slow and inaccurate word recognition
  • Inability to read nonsense words
  • Difficulties understanding reading material
  • Difficulties with tasks requiring reasonable working memory capacity - such as following instructions or remembering sequential information

Mid/Upper Primary School

  • Reduced ability to isolate and manipulate individual sounds in words
  • Difficulties holding verbal information (e.g. instructions) in working memory
  • Slow to complete literacy-related tasks
  • Reading is slow and laboured
  • Visually similar words are often confused when reading
  • Trouble decoding unfamiliar words
  • Poor reading comprehension
  • A lack of interest in or avoidance of reading tasks
  • Ongoing difficulties in working memory

Secondary School

  • Poor reading fluency
  • Reduced reading comprehension (may need to re-read material many
    times to comprehend)
  • Disorganisation and difficulties with planning
  • Limited working memory
  • Word finding difficulties
  • A lack of interest in or avoidance of reading tasks
  • Working memory difficulties may become more pronounced as the
    demands of schooling increase

Diagnosing Dyslexia

Getting a diagnosis can help you better understand your child’s learning needs and
access the right support.

The referral process
If you have concerns about your child, start by speaking with their teacher. You may then be referred to a psychologist or speech pathologist for an assessment. These are qualified professionals who can diagnose dyslexia — teachers cannot. It’s important to check that the clinician has specific experience in assessing dyslexia. Some clinicians may want to see evidence that your child has received targeted, evidence-based instruction (such as structured literacy) before completing an assessment.

 

Referral pathways
The referral process can vary depending on your child’s school:

  • Government schools
    Referrals are made by school staff. Parents provide consent.
  • Catholic schools
    Some schools have in-house specialists. Others may apply for funding for private assessments.
  • Independent schools
    Some offer access to specialists, while others may guide you to private
    providers.

 

Private assessments
Families can also choose to arrange a private assessment.

Before booking:

  • ask about costs (assessments can be expensive)
  • check whether the report will be accepted by your child’s school (check your school’s requirements on who can complete the assessment)
  • confirm the clinician’s experience with dyslexia

You may need to:

  • share school reports and learning plans with the clinician
  • provide the final report back to the school

While you’re waiting
Assessment wait times can be long. During this time, your child should still be supported at school. This includes:

  • structured literacy instruction
  • appropriate adjustments in the classroom
  • You may also wish to check your child’s vision and hearing, to rule out other factors.

 

What happens during an assessment?
A full assessment looks at your child’s learning profile, including their strengths and challenges. It may include:

  • background information from parents and school
  • questionnaires or interviews
  • in-class observations
  • standardised testing

Assessments can take several hours and may be completed over one or more sessions.

 

After the assessment
Once complete, you will usually have a feedback session with the clinician. This is your chance to:

  • ask questions
  • understand the results
  • discuss recommendations

It’s important that your child is supported to understand their diagnosis in a positive and age-appropriate way. This helps build confidence and supports future self-advocacy.

 

Why early identification matters
Early identification of dyslexia is key. You don’t need to wait for a formal diagnosis before support begins, and children should not be left to “fall behind” before action is taken.

If you’re concerned, keep asking questions and stay involved. Your advocacy makes a difference.