Burnout & Dyslexia: The Silent Struggle we Need to Talk About
February 4, 2025Did you, like me, receive an email from the British Dyslexia Association explaining that the new definition of dyslexia (The Delphi Definition) has now been finalised? The email contained a link to two academic publications. My first thought was how overwhelming this information is. As a Specialist Dyslexia Teacher, I am lucky that this information is accessible to me but I know from speaking with parents and teaching colleagues they both feel overwhelmed with the vast amount of information being presented.
As a dyslexia advocate who works closely with parents and schools, I have taken it upon myself to identify the key points raised and explain these in an accessible way. I do, however, recommend that if you can access the report try and digest it as this is only my interpretation. But, I hope it is useful to you.
The Delphi study aimed to find the best ways to identify and assess dyslexia and bring more consistency to the process.
What is Dyslexia and Why Does Assessment Matter?
Dyslexia affects reading, spelling, and writing. While it doesn’t reflect a child’s intelligence, it can make learning more challenging. Early support is crucial because children with dyslexia can thrive with the right teaching.
Unfortunately, dyslexia assessment is inconsistent across schools and regions. Some schools provide early dyslexia support, while others do not recognize dyslexia at all. The experts in this study aimed to bring clarity and consistency to how dyslexia is assessed.
What did the experts agree on?
Early Identification & Support are Key
Children who struggle with reading, spelling, or writing need help right away—even before a formal diagnosis.
Ages 5–8 are critical years for intervention. Schools should prioritise targeted reading support rather than delaying help until after an official assessment.
How Should Dyslexia be Assessed?
Experts agreed that no single test can confirm dyslexia. Instead, a full picture of the child’s learning should be considered.
A good dyslexia assessment should include:
– Teacher & Parent Observations – Noticing persistent struggles with letters, sounds, and reading fluency.
–School-Based Tests & Reading Progress Reports – Looking at whether a child is significantly behind their peers.
–Standardised Dyslexia Tests – Formal tests measuring phonological processing, memory, and reading skills.
–History of Learning Difficulties – Reviewing early struggles and whether interventions have helped.
The Role of Response to Intervention (RTI)
If a child has received extra reading support for 6–12 months but is still struggling, dyslexia should be strongly considered. Reading progress should be closely monitored before deciding whether a formal diagnosis is needed.
What are the Key Signs of Dyslexia?
Experts agreed that dyslexia exists on a continuum, meaning it affects children in different ways.
Common early signs include:
– Difficulty learning letter names and sounds
– Struggles to blend and break apart sounds in words
– Slow reading fluency and weak spelling
– Family history of dyslexia
In older children, dyslexia may appear as:
– Persistent reading and spelling struggles despite intervention
– Difficulty remembering and processing information
– Trouble organizing thoughts in writing
Should IQ be a factor in Dyslexia Diagnosis?
Some believe that dyslexia should only be diagnosed if a child has high intelligence but poor reading skills . Experts disagreed with this and confirmed that many dyslexic children do not have a large IQ gap.
Should a Dyslexia label be used?
Some experts prefer broader terms like “literacy difficulty” rather than using the label “dyslexia.” However, most experts agreed that the term “dyslexia” remains useful for securing support and understanding a child’s needs.
How can dyslexia be identified in multilingual children?
Assessing bilingual children can be more complex because their first language may impact how they read in a second language. Experts agree that extra care should be taken when testing children who speak multiple languages. It is not impossible to diagnose second-language speakers.
Key Takeaways
Early support matters – Your child doesn’t need a diagnosis to get extra reading help. Schools should (in an ideal world) provide intervention as soon as difficulties appear. Evidence of intervention needs to happen before a diagnosis takes place.
Dyslexia isn’t about IQ – A diagnosis can be made regardless of IQ.
A thorough assessment looks at the full picture – No single test can confirm dyslexia. A good assessment includes teacher input, parent input, reading progress, and standardised tests.
Track progress over time – If your child isn’t improving after months of extra help, the next step would be an assessment.
