Contrary to popular misconception Dyslexia is not only about literacy, although weaknesses in literacy are often the most visible sign. Dyslexia affects the way information is processed, stored and retrieved, with problems of memory, speed of processing, time perception, organisation and sequencing.

British Dyslexia Association

Julia Carroll, Professor of Psychology in Education at the University of Birmingham ‘Adopting a universal definition for dyslexia is the first step to improving support for children experiencing the challenges of dyslexia.’

Research was conducted by the University of Birmingham, the SpLD Assessment Standards Committee (SASC), Kings College London, and the University of Oxford. 58 international experts in dyslexia, including academics, specialist teachers, educational psychologists, and individuals with dyslexia, were invited to vote on whether they agreed with several key statements about dyslexia and the consensus was used to create the new definition of dyslexia:

The Delphi Definition of Dyslexia (2025): Holden, C., Kirby, P., Snowling, M.J., Thompson, P. A., Carroll (2025) Towards a Consensus for Dyslexia Practice: Findings of a Delphi Study on Assessment and Identification, Dyslexia. Link