Tale of Contents

What is Dyslexya?

Dyslexia is a language-based difficulty that makes reading, spelling, and writing hard. It is not a measure of intelligence. With early identification, explicit instruction, and practical supports, children, students, and adults with dyslexia can thrive at school, university, and work.

Dyslexia definition

Short definition: Dyslexia involves difficulties recognizing words accurately and fluently, plus problems with spelling and decoding (turning letters into sounds). The core challenge typically lies in the phonological (sound) aspects of language. Dyslexia is lifelong, but its impact changes with the right instruction and accommodations.

How this aligns with leading organizations:

IDA frames dyslexia as a language-based learning disability affecting specific language skills, especially reading, spelling, and writing. International Dyslexia Association
BDA emphasizes dyslexia as a specific learning difficulty involving information processing and memory, not just reading/writing, and notes effects on organization. British Dyslexia Association
NHS defines dyslexia as a common learning difficulty that mainly affects reading, writing, and spelling, while intelligence isn’t affected. National Health Service

Why “phonological awareness” matters: It’s the ability to notice and work with sounds in spoken words (e.g., rhyming, blending, segmenting). Difficulties here often underlie the decoding and spelling challenges seen in dyslexia.

How Common is dyslexia?

Prevalence (what to know):
Estimates vary by definition and method. The NHS cites up to 1 in 10 people with some degree of dyslexia in the UK. The Yale Center for Dyslexia & Creativity communicates a broader estimate of about 1 in 5 when discussing the spectrum of reading difficulties. The takeaway: dyslexia is common, and early support makes a major difference in outcomes.

Signs of dyslexia (by age)

Look for patterns over time, not a single sign. Signs differ by age and person.

Early years (preschool)

Trouble learning nursery rhymes and letter names
Difficulty matching letters to sounds
Enjoys being read to but resists letters/print activities
Word mix-ups (“flutterby” for “butterfly”), rhythm/clapping troubles
These are classic early clues that warrant watchful waiting and conversation with preschool/school staff.

Primary (early school years)

Slow processing of spoken/written language
Difficulty following multi-step instructions
Struggles with phonics/decoding; avoids reading aloud
Spelling is inconsistent; reading effort is high compared to peers
Uneven academic profile: oral ability > written accuracy/fluency

Secondary & adults

Slow, effortful reading; frequent re-reading to understand
Difficulty scanning/skimming; variable spelling/punctuation
Written work below oral ability; fatigue with long texts
Organization and time management challenges are common

Tip: If several signs persist across months, ask about school screening and next steps (see RTI/MTSS below).

Causes (how the brain learns to read)

Dyslexia has a neurobiological basis. Many learners have difficulty processing speech sounds and mapping them to letters; this makes decoding and fluent reading hard. This is distinct from intelligence or motivation.

How reading skills develop (simple steps):

Phonological/phonemic awareness (hearing/manipulating sounds) →
Phonics (letter–sound links) →
Accuracy and fluency (automatic word reading) →
Vocabulary & comprehension (building meaning). Students with dyslexia typically need this taught explicitly and systematically with lots of guided practice.

Dyslexia screening and diagnosis (school and clinical pathways)

RTI / MTSS at school (why it matters):
Schools use universal screening and progress monitoring to flag risk early and give extra practice right away. This RTI/MTSS framework uses data from short, valid measures (letters/sounds, phonemic awareness, decoding, oral reading fluency) to deliver tiered support and decide if a full evaluation is needed.

What screening looks like:
Brief checks for all students (typically multiple times a year) plus more frequent monitoring for those at risk. Screening does not diagnose dyslexia; it identifies who needs targeted instruction and closer tracking.

Comprehensive evaluation (“dyslexia diagnosis”):
If difficulties persist, a fuller assessment may examine:

Oral language and phonological skills
Rapid naming and working memory
Decoding/word reading accuracy and fluency
Spelling, reading fluency, and comprehension

The goal is to understand the profile of strengths and needs—not to “pass” one test. Clinical sources (e.g., Mayo Clinic) also describe dyslexia as difficulty identifying speech sounds and linking them to letters/words (decoding).

Parent checklist for a school meeting:

What screeners are used and how often?
How will you track progress and share data?
What targeted instruction will you provide now?
When will we review goals and consider evaluation if progress is slow?

What helps? Instruction with strong evidence

Structured Literacy (core approach)

Structured Literacy means explicit, systematic, cumulative teaching across the language foundations of reading: phonology and phonemic awareness, sound–symbol associations (phonics), syllable patterns, morphology (prefixes/suffixes), syntax, and semantics (meaning). Instruction uses decodable text, clear routines, and frequent feedback; it benefits all students and is essential for learners with dyslexia.

Note on “OG” (Orton–Gillingham): OG is an influential approach that explicitly teaches letter–sound connections and is often multisensory; many programs apply OG principles. Evidence syntheses suggest mixed average effects across studies, so focus on explicit, systematic features and data-based teaching rather than labels alone.

In the classroom (practical supports)

Clear lesson routines with small step sizes
Cumulative practice with review; teach to mastery
Pre-teach vocabulary, use visuals/organizers
Monitor accuracy and fluency weekly/bi-weekly for at-risk students; adjust instruction from the data

At home (simple, repeatable habits)

Daily read-aloud; talk about words and meanings
Short (5–10 minute) practice on sound–letter links, blending, and spelling patterns
Use audiobooks or text-to-speech to increase reading volume while skills build (grows knowledge and vocabulary)

Dyslexia symptoms vs. look-alikes

Dyslexia mainly affects word-level reading (accuracy/fluency) and spelling; comprehension can be secondarily affected because reading is slow/effortful.
Some students read accurately but very slowly and struggle with written expression and stamina—still consistent with a dyslexia profile.
RTI/MTSS data helps separate skill gaps (respond to extra instruction) from broader learning profiles that need evaluation.

Dyslexia in adults

Many adults never received screening or support at school and may still experience:
Slow reading; frequent re-reading to understand
Difficulty scanning/skimming; variable spelling/punctuation
Overload with long instructions; organization/time-management challenges
Strong verbal or big-picture skills alongside written challenges
If this sounds familiar, consider a formal adult assessment and workplace adjustments (see below).

Dyslexia accommodations (school, university, workplace)

In school/university (examples):

Extra time where appropriate; shorter reading loads for practice tasks
Clear, step-by-step instructions (written + oral)
Options to show learning (oral, project, video)
Access to text-to-speech, speech-to-text, guided notes, and graphic organizers (tools reduce effort so cognition can target meaning)

At work (UK example; concept generalizable):
Employers have a duty to make reasonable adjustments (e.g., extra time for reading/writing tasks, providing assistive technology, giving instructions verbally and in writing, quieter workspace). BDA provides plain-English guidance; the UK government explains the duty in law. Use a workplace needs assessment to tailor supports.

RTI / MTSS (how schools decide what’s next)

Tier 1: All students receive strong core instruction; universal screening happens several times per year.
Tier 2: At-risk students receive small-group, intensive, systematic instruction on critical skills with frequent progress checks.
Tier 3: More intensive/individualized support; data informs referral for evaluation when progress remains limited.

This process is evidence-based and emphasizes acting early to prevent reading failure.

Myths vs facts

Myth: Dyslexia is about low intelligence.
Fact: Intelligence isn’t affected; dyslexia concerns how the brain processes language and print.
Myth: Children “grow out of” dyslexia.
Fact: Dyslexia is lifelong, but early, explicit instruction and accommodations change outcomes.
Myth: One test proves dyslexia.
Fact: Identification is based on a pattern (history, screening, multiple measures), not a single score.
Myth: If a child reads words, they can’t have dyslexia.
Fact: Some read accurately but slowly, still needing support for fluency/spelling/writing.

Dyslexia in Georgia (local context)

Why a national hub matters: Our researchers noted a lack of a locally adapted teacher checklist for reading difficulty, so a 2024 study developed a 49-indicator, teacher-facing checklist for Grades 1–5 to support early identification. This helps schools and families talk a common language and act sooner.
European community link: Our work appears in the European Dyslexia Association summer seminar programme (Vienna 2025), signaling growing regional collaboration.

GDRC exists to translate global best practice (definitions, screening, structured literacy) into clear Georgian guidance and to surface local research for schools and families.

Step-by-step: What should I do now?

Parents & caregivers

Note patterns (signs, samples of work, home observations).
Ask the school about screening, current RTI/MTSS tier, and progress-monitoring schedule.
Request a simple plan with short-term goals and review dates; consider a full evaluation if progress is slow.

Teachers & school psychologists

Screen universally; monitor at-risk students weekly/bi-weekly on key skills.
Deliver explicit, systematic instruction (decoding, spelling, language) with decodables and cumulative review.
Share data with families; scale support or refer for evaluation based on the response to instruction.

Adults who suspect dyslexia

Review adult signs; consider an adult assessment through qualified professionals.
Ask for reasonable adjustments and use assistive tech (TTS, STT, planning tools) to reduce effort and increase productivity.

FAQs (quick answers)

Is dyslexia the same as a learning disability?

Dyslexia is a specific learning difficulty/disability that affects language-based reading/spelling. Intelligence is not affected.

What does “phonological awareness” mean?

It’s noticing and manipulating the sounds in words (rhyme, syllables, phonemes). Difficulties here are central to dyslexia and should be taught explicitly.

Which teaching approach should I ask about?

Look for Structured Literacy features: explicit, systematic, cumulative lessons across phonology, phonics, syllables, morphology, syntax, and comprehension, with data-based adjustments.

Is Orton–Gillingham the best?

OG principles (explicit, sequential, multisensory) informed many programs, but research shows mixed average effects across studies; prioritize instructional features and fidelity over labels.

What if my child is bilingual or learning Georgian as a second language?

Early literacy screening still helps; teams should consider language exposure and evaluate across languages where possible. (Use RTI data + professional judgment.)

Key terms (glossary)

Decoding: Turning letters into sounds to read words
Fluency: Reading with speed/accuracy/expression
Phonological/phonemic awareness: Working with sounds in words
Structured Literacy: Explicit, systematic teaching of the language foundations of reading/writing (phonology, phonics, syllables, morphology, syntax, semantics) with cumulative practice and data-based adjustments
RTI/MTSS: Tiered system: screen all, monitor at-risk students, intensify support, and refer for evaluation if needed; data guides decisions.

Trusted sources (further reading)

International Dyslexia Association — Dyslexia Basics (definition, printable fact sheets).
British Dyslexia Association — What is dyslexia? (processing & everyday impact).
NHS — Dyslexia (overview, symptoms, diagnosis, management; up to 1 in 10).
Reading Rockets — Dyslexia hub (parent & educator guides; RTI/MTSS).
Yale Center for Dyslexia & Creativity — What is Dyslexia? (strengths perspective; signs).
Mayo Clinic — Dyslexia: Symptoms and causes (neurobiological/decoding description).
Cleveland Clinic — Dyslexia (clinical overview).
BDA — Signs of dyslexia (adult) and Workplace adjustments.
IDA & partners — Structured Literacy / KPS standards (teacher preparation & features).
Georgia research — Teacher checklist (2024); EDA programme link.

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