Introduction

Dyslexia is a common learning disorder that affects written and spoken language, making literacy skills such as reading, spelling, or vocabulary harder to grasp.¹ Therefore, early detection and intervention is essential. When dyslexia is spotted early on in childhood, and the right interventions are implemented, children will be able to access support from the very beginning. This article will dive into what dyslexia is, how to recognise it early, and the strategies that can be put in place to help children with dyslexia feel supported.

Understanding Dyslexia

A shift in defining dyslexia 

Dyslexia is a common learning disorder encompassing a variety of learning difficulties, predominantly defined by a difficulty in phonological processing (the ability to recognise and break down speech sounds). This results in impairments in the sounding out of words (decoding), recognising them, and applying correct spellings. In the past, dyslexia was often diagnosed only in children with above-average IQ, but experts now recognise that this approach was too narrow. 

Today, the term "dyslexia" includes a wider range of reading difficulties, such as slow or inaccurate reading, trouble sounding out words, and poor spelling - as opposed to focusing solely on problems associated with fluency and accuracy. Other than focusing on IQ, a better approach is to look at what reading requires and how different children struggle with specific aspects of the process. This helps to identify and support the different types of reading difficulties more fairly and effectively.^1,2

Causes of dyslexia

Dyslexia has many causes including genetic, cognitive, neurobiological, perceptual and environmental factors. It often runs in families, with around 68% of identical twins and 50% of children with a dyslexic parent or sibling also having dyslexia. 

Scientists have identified several genes linked to early brain development that may increase this risk. Brain scans show that children with dyslexia use different parts of the brain when reading. In typical readers, reading happens mostly in the left side of the brain. However, in children with dyslexia, these areas are less active. These differences in brain structure and function can be seen even before a child starts school, implying that dyslexia is not caused by poor teaching or lack of effort. Rather, it is a biological difference that affects how the brain processes written language.¹

Diagnosing Dyslexia

Why early detection matters

Dyslexia often goes unnoticed until a child repeatedly fails to learn to read in primary school. This late diagnosis places the child at an academic disadvantage, as well as being a precursor to health conditions such as anxiety or depression. However, research shows that dyslexia is inherited and linked to brain differences that exist even before reading begins. It has also been revealed that deficiencies in literacy skills that are warning signs for dyslexia can be spotted in children of preschool age. This means paediatricians can help identify dyslexia before school starts - a time where neuroplasticity is heightened - where your brain is especially ready to learn, and interventions are more likely to be effective. Therefore, early support can, without a doubt, make a big difference in children suspected to have dyslexia.¹

Barriers to early diagnosis 

Despite the benefits of early detection, many children are diagnosed late - why?

One reason is due to a lack of awareness. Dyslexia is a complex condition encompassing biological, cognitive and behavioural factors. Yet, in school, teachers may not recognise all these signs. This was shown in a 2011 study, where less than half of the teachers being surveyed mentioned the cognitive aspect of dyslexia and even fewer acknowledged the biological component. Additionally, a 2014 study also found that the majority of teachers attributed dyslexia to visual difficulties. This gap in understanding means some children may not get the appropriate help when needed, and that better teacher training can make a big difference.

There can be financial barriers at play too. In the UK, many families have to pay privately for a diagnostic assessment, which can cost from £500 - £700. This creates a big gap in diagnosis and treatment between children from different socioeconomic backgrounds. Children from wealthier families are much more likely to be diagnosed with dyslexia than those from lower-income backgrounds, which means that resources required for support may also fail to be equally distributed. Without a diagnosis, children may miss out on the extra help they need.³

If you suspect your child to have dyslexia, it is important to speak to a healthcare professional as soon as possible.

Screening and diagnosis

It is important to understand the difference between screening and diagnosing dyslexia. Screening is a quick check that helps identify whether a child might be at risk for dyslexia. It can be done early (often before a child starts school) and looks for the initial signs which align with dyslexia. Diagnosis, on the other hand, is a formal process requiring a more comprehensive neuropsychological evaluation that occurs after a child has begun learning to read. Dyslexia is usually diagnosed when a child has ongoing trouble with reading and spelling, including reading that is inaccurate or not fluent, poor decoding, and poor spelling that has persisted for at least six months, despite targeted support. A key warning sign is when a child’s academic achievement is lower than expected for their age, or is average - but only as a result of much more effort put in or support received.

While both screening and diagnosis are essential for getting the right intervention, screening for the risk of dyslexia is possible earlier in the developmental time course than diagnosis, therefore providing an opportunity for early intervention.^1,2

Effective early interventions 

Once dyslexia is identified, early intervention is crucial. Children with dyslexia often learn best through a multisensory teaching approach. This approach was introduced by Orton-Gillingham and is designed to match each child’s ability. It is usually delivered one-to-one and involves step-by-step instructions using multiple senses to reinforce learning. However, this method can be time-consuming and requires trained educators, which is a resource that not every family can access. Hence, it is important to create learning platforms that follow the same principles but can be used independently. These tools can help children with dyslexia build skills and confidence, even without direct support from a specialist.⁴

For children learning to read in alphabet-based languages like English, one of the most important identifiers of early literacy skills is phonemic awareness. Over the past few decades, early intervention programs have increased their focus in helping children understand the sound structure of spoken words.⁵

Additionally, technology can offer benefits to children with dyslexia, by assisting them with reading a text, offering individualised support to enable class participation, and aiming to help children improve fluency when reading.⁴

Early intervention is crucial in ensuring that a child with dyslexia is receiving the best tailored support.

Helping families and schools navigate dyslexia

Dyslexia, like many disorders, doesn’t just affect children but it can also indirectly affect families and teachers. Supportive environments make a huge difference.

For caregivers, understanding dyslexia is the first step. There are many interventions which aim to provide practical tools and strategies to help you support your child’s reading skills. Additionally, joining support groups or connecting with other families can help reduce your stress and offer practical tips.⁶ 

Teachers play a vital role too. They can often lack in-depth knowledge on dyslexia and the processes relevant for effective interventions. So for teachers, developing knowledge of the theory that underpins effective intervention for dyslexia is essential to help children with dyslexia at school.³

Collaboration is key; when families and schools work together, children feel seen, supported, and empowered.

Summary

Dyslexia is a common learning disorder that results in reading difficulties - but it is not a limitation. With early detection and the right intervention, children can develop the skills they need to thrive in reading and beyond. Recognising the signs early is like catching a train before it leaves the station - it sets your child on a path towards confidence, stronger reading skills, and a more positive school experience. While this journey may include challenges, it’s one that does not have to be faced alone. Families and teachers collectively play a crucial role in creating the supportive environments needed for children with dyslexia to thrive.