Dyslexia Voice design and editorial staff: Cathy Magee
Katie Carmichael
Lena Gillies
Sue Bowen
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All rights reserved. Dyslexia Voice is published by Dyslexia Scotland. Articles within this magazine provide a view from the author only. Opinions may differ from professional to professional. Dyslexia Scotland may or may not share these views and opinions. Reproduction or transmission in part or whole of any item within this magazine is not permitted. While every effort has been made to ensure the accuracy of the information in this publication, the publisher accepts no responsibility for errors or omissions. Images have been reprinted with the permission of the publishers or copyright holder. We acknowledge the support and funding of the Scottish Government for this work.
1 November Technology and Innovation Centre, Glasgow
Chief Executive’s Voice
Reaching an international
and Inclusive Practice programme
Rethinking ASL
“More to be done” in education
Dyslexia research exhibition
Building a dyslexia-friendly Scotland
Behind the scenes
Adults
Opening doors to learning
I wasn’t broken, I was wired differently
An ode to special people
A
Parents and families
Changemakers
Xerox Dream Makers
Changemaker channel
Changemakers without borders
Trade union triumph
Resources
Mastering memory
Young and dyslexic
Create and share
Useful stuff
Just for fun
Students
Congratulations, you’re dyslexic!
Top tips for university
The CEO's voice
Dyslexia Scotland
Chief Executive
Cathy Magee, OBE
Welcome to Dyslexia Voice – the theme of our summer edition is Identification. The most frequently asked question on our Helpline is about this topic, no matter what age the enquiry is about. Therefore, it wasn’t surprising to see how many people wanted to contribute to this edition.
Many of the magazine contributors talk about the major difference a dyslexia identification makes to them. For example, they understand themselves better and have a far clearer sense of what dyslexia means for them.
These testimonies reinforce what dyslexic adults told us in the survey we carried out last year with the University of Glasgow. Most people have at least one positive emotion when they find out they are dyslexic: sixty-five per cent of survey respondents described feeling validated or empowered as a result. Turn to page 16 to read about an exhibition at the Barracks conference centre in Stirling, showing the photographs and extracts from the ‘Towards a dyslexia-friendly Scotland?’ report.
This edition’s articles remind us that the significance of identification should not be underestimated, nor of course the support it opens doors to - see the article by the same name on page 24 by Alan Rust, whose dyslexia assessment funded by Unite the Union was a “great relief” for him. In ‘Behind the scenes’, Hugh Latta, responsible for the delivery of Dyslexia
Voice to your doors, says “a massive weight was lifted off my shoulders.” Jennifer Martin says the same in her article on page 32. Ross Linnett, CEO of ‘Recite Me’, the accessibility toolbar we use on our website and on the Addressing Dyslexia Toolkit, writes, “It felt like a big moment - not just in terms of understanding myself better, but also in finally having an explanation for everything I’d experienced up to that point.”
Emma’s family journey on page 37 about identifying their child as dyslexic highlights “the challenges that co-occurring conditions can play in the identification journey.” Orthoptist Nadia Northway’s article, ’Differentiating dyslexia from visual difficulties’ explains that dyslexia is not primarily a visual problem but a language processing disorder. Debra Dingwall-Bain, a Dyslexia Scotland tutor, outlines that an important part of the collaborative process of identifying dyslexia is having the conversation with others in the child or young person’s wider world.
Our younger members’ experiences are fascinating to read in our ‘Young and Dyslexic’ section, where we also hear about this year’s very unusual Youth Day which we ran alongside PACE theatre.
The Changemaker Channel’s stories about the impact members are making to dyslexic people across Scotland and beyond are inspiring. Don’t miss reading about Braehead’s Magic Brain, the international work of Ambassador Mark Stoddart, and an award to Stephen Black, one of our volunteers. Many thanks to fundraisers Christie Mitchell and Xerox!
The latest updates about the work of the Dyslexia Scotland team of staff and volunteers include:
• Our GTCS-accredited Dyslexia and inclusive practice programme
• Relevant Parliamentary questions about dyslexia
• Details about our Education Conference on 1 November
• A welcome to our most recent Organisational Members, Persimmon East Scotland and The Dyslexia Shop
Thanks so much to all our contributors for submitting your articles, poems, photos and stories. We welcome feedback from all our members on our magazine.
Reaching an international agreement on dyslexia
Scotland’s definition of dyslexia has been reviewed against a new international definition
Across the world, there are different definitions of dyslexia, which has led to confusion and misunderstanding. Leading experts in the field of dyslexia wanted to reach an agreement on what dyslexia actually is.
Earlier this year, a group of international experts on dyslexia conducted a Delphi study. A Delphi Study is when experts on a subject come together to reach a conclusion on a particular topic. A panel of dyslexia experts, including academics, specialist teachers, educational psychologists, and individuals with dyslexia took part in a process of reviewing and revising a set of key statements about dyslexia.
There was a great deal of consensus among the experts that dyslexia is a difficulty in reading and spelling, associated with multiple factors, and that it frequently co-occurs with other developmental disorders. It was agreed that difficulties in reading fluency and spelling are key markers of dyslexia across different ages and languages.
Scotland has had its own working definition of dyslexia since 2009. As a result of the Delphi Review, the Addressing Dyslexia Toolkit working group met earlier this year with a representative from the expert panel, Professor Maggie Snowling, to hear about the experts’ process and make sure that Scotland’s definition is aligned with the new international definition.
Chief Executive of Dyslexia Scotland Cathy Magee said: “The review process has been very helpful, both in reaffirming the evidence behind the Scottish definition and seeing how it compares to the Delphi definition.”
The Addressing Dyslexia Toolkit working group plans to make some minor amendments to the Scottish definition which will be outlined on the Addressing Dyslexia Toolkit by August 2025.
These include:
• Reference to the working environment as well as the learning environment in the definition
• Continued work to share information on the Toolkit for teachers to support processing
Scotland’s definition
The Scottish Working Definition of Dyslexia is on our website along with a video featuring children and young people giving examples of their dyslexia difficulties. Scotland’s Working Definition
Applications are in for the pioneering GTCS dyslexia course
Scottish educators have been applying for Professional Recognition in Dyslexia and Inclusive Practice
Applications opened in March for the 2025 GTC Scotland Professional Recognition in Dyslexia and Inclusive Practice teacher training programme.
The pioneering programme, co-delivered by Education Scotland and Dyslexia Scotland, empowers teachers and lecturers with the knowledge and courage to foster inclusive learning practices in their education establishments.
The programme, now in its sixth year, was developed to address the inequities experienced by learners with dyslexia in Scotland.
According to a 2023 report by Equality and Human Rights Monitor ‘Is Scotland Fairer?’, pupils with dyslexia have lower attainment than pupils without an additional support need, underscoring the need for improved support for dyslexia in Scottish schools.
Chief Executive of Dyslexia Scotland Cathy Magee said: “The inequity for pupils with dyslexia is a serious concern that we must address as a nation. This teacher training programme is the linchpin for a dyslexia-friendly education system in Scotland. The successful educators who enrol in this programme will embark on a voyage of deep professional learning that will prepare them to usher in systemic change in their establishments.”
Following last year’s programme, Cabinet Secretary for Education and Skills Jenny Gilruth said: “I’m very grateful to both Dyslexia Scotland and Education Scotland for continuing to deliver this hugely important professional learning programme for our teachers. I know it’s been a recordbreaking year in terms of the number of participants on the programme and those who have gone through to receive the award, and that really
demonstrates to me the growing interest and the need amongst the profession to better support children and young people with these specific needs.”
Former programme participant Heather Aird, Teacher of Home Economics in Fife, said: “Participating in the Dyslexia and Inclusive Practice programme has been transformative for me as a practitioner. It has not only deepened my understanding of dyslexia and inclusive education but also enhanced my confidence and my ability to take bold steps and advocate for meaningful change. The programme has empowered me to ensure that learning is more accessible and inclusive for all, creating a ripple effect far beyond my own classroom.”
More updates to come throughout the year.
Speaking at last year’s awards ceremony, teacher Heather Aird said that the programme had been “transformative” for her.
ACCREDITED PROGRAMME
Rethinking ASL
The postcode lottery for additional support for learning in schools must end, says Dyslexia Scotland, as we welcome a new report by Audit Scotland
The report stresses that the Scottish Government and councils must fundamentally rethink how they plan, fund and staff additional support for learning as part of core school education in Scotland.
Since legislation in 2004 to make additional support for learning more inclusive, there has been an eight-fold increase in pupils recorded as receiving additional support. Currently 40% of Scottish pupils – or 285,000 children and young people – receive additional support for learning.
Almost all support is now delivered in mainstream classrooms, and it has increasingly become a central part of what teachers do.
The report outlines that existing measures show a wide gap in outcomes for pupils receiving additional support compared with other pupils, including being more likely to be absent or excluded from school. More appropriate ways of measuring the achievements of pupils who receive ASL are still to be developed.
Stephen Boyle, Auditor General for Scotland, said: “The Scottish Government has failed to plan effectively for its inclusive approach to additional support for learning. Current gaps in data mean it is unclear whether all children’s right to have an education that fully develops their personality, talents and abilities is being met.
“The Scottish Government and councils urgently need better quality data to understand pupils’ additional support needs and the resources required to provide support to enable all pupils to reach their full potential.”
Ruth MacLeod, Member of the Accounts Commission, said: “Councils and the Scottish Government must fundamentally rethink how additional
support for learning is planned and provided as a core part of Scotland’s school education.
“This includes reviewing how mainstream and special education is provided to meet current and future additional support needs and demand. It is critical they work with pupils, parents and carers and staff throughout this process.”
Chief Executive of Dyslexia Scotland Cathy Magee said: “This report provides further evidence about the urgent need for action for specialist training and consistency in schools to identify and support children and young people with additional support needs in Scottish schools. According to this report, 12% of pupils in Scotland are dyslexic.”
Audit Scotland’s report reinforces other recent evidence. We know from our recently published ‘Towards a Dyslexia-friendly Scotland?’ report that the current average age of dyslexia identification is 13 years old and that girls are identified on average 2 years later than boys. It should be far earlier. Variability in teacher expertise and understanding of dyslexia leads to inconsistencies in identifying and supporting dyslexic learners and in too many learners not receiving the interventions they need when they need them.
Dyslexia Scotland welcomes Audit Scotland’s recommendation that “The Scottish Government and councils should fundamentally evaluate, both nationally and locally, how ASL is planned for, funded and staffed as part of core education provision”. The postcode lottery for support in schools for additional support needs, including dyslexia, must end.
Read the full report on Audit Scotland’s website.
“More to be done” to support dyslexia
in education
Earlier this year, the Scottish Government acknowledged that “there is more to be done” to support children and young people with dyslexia
During Portfolio Questions in the Scottish Parliament in February, Cabinet Secretary for Education and Skills, Jenny Gilruth, addressed key concerns about dyslexia support in schools and announced plans to write to all Directors of Education about best practice approaches.
Rona Mackay MSP asked about the Government’s plans to expand dyslexia support and remove barriers preventing children from receiving the help they need. In response, the Cabinet Secretary reaffirmed the Government’s commitment: “We are committed to improving the experiences of children and young people with dyslexia. The Additional Support for Learning Act places duties on education authorities to identify, provide for, and review the additional support needs of their pupils.
“Our national approach focuses on early identification. We are working with Dyslexia Scotland and local government to improve both the frequency and consistency of early identification through the Addressing Dyslexia Toolkit Dyslexia Identification Pathway. The 2025/26 budget also includes an additional £29 million of investment, which I hope will be welcomed by Members.”
Ms Mackay highlighted the findings of a recent Dyslexia Scotland report, conducted in collaboration with the University of Glasgow, which revealed
that too many dyslexic children are still slipping through the net. She asked whether the Government would consider the report’s recommendations.
The Cabinet Secretary responded: “The findings in the report are concerning, and we agree that individuals with dyslexia should be supported in both educational and professional settings.
“At the end of last year, I visited Roseburn Primary School, where enhanced support for dyslexic learners – through teachers and pupil support staff –has made a significant difference.
“We are also exploring ways to strengthen professional learning opportunities for education staff, including training on additional support needs and dyslexia.”
Fulton MacGregor MSP asked what specific action the Scottish Government is taking to support school pupils with dyslexia. The Cabinet Secretary emphasised that the Scottish Government is collaborating closely with Dyslexia Scotland and Education Scotland to improve support across local authorities and schools.
Mr MacGregor also invited the Cabinet Secretary to join a roundtable discussion with Dyslexia Scotland, Education Scotland, COSLA, and the Association of Directors of Education in Scotland to establish a framework for enhanced dyslexia support.
In response, the Cabinet Secretary agreed on the need for greater consistency in support for dyslexic pupils: “Following my meeting with Dyslexia Scotland in January, I discussed this issue with COSLA and have agreed to issue a joint letter to all education authorities on best practice for supporting children and young people with dyslexia.
“This will include guidance on adopting the Scottish Working Definition of Dyslexia, using the Dyslexia Identification Pathway, and accessing free professional learning modules to enhance teachers’ knowledge and skills. It will also highlight the Professional Recognition Programme on Dyslexia and Inclusive Practice.”
Cabinet Secretary for Education and Skills, Jenny Gilruth
Dyslexia Scotland’s research is the focus of a new exhibition
Facts and photographs from ‘Towards a dyslexia-friendly Scotland?’ were on display at the Barracks conference centre in Stirling throughout April and May
Key findings from the recent report by Dyslexia Scotland and the University of Glasgow are on display at the Barracks Conference Centre throughout April and May.
The eye-opening statistics are presented alongside striking photographs of adults with dyslexia by Larbert-based photographer Dave Ferguson.
Lead for Creative and Digital at Dyslexia Scotland, Katie Carmichael said:
“The exhibition brings together hard-hitting facts and figures about life with dyslexia in Scotland alongside some highly arresting portraits by Dave Ferguson, whose photography makes the viewer stop and realise that these statistics represent the experiences of real people.
We undertook this research with Dr Jeremy Law from the University of Glasgow to capture a snapshot of what it is like to be dyslexic in modern Scotland and collaborated with Dave to give a human face to the data.
The Barracks is an ideal venue to debut the research posters. We hope that visitors to the space learn something new and feel motivated to take action to be more dyslexia inclusive.”
Venue Manager Fiona Jamieson said: “We’re proud to feature this important exhibition at the Barracks. It’s a pleasure to be able to showcase the critical work that our tenants do in Stirling’s third sector hub.”
Towards a dyslexia-friendly Scotland? was on display at the Barracks conference centre café space throughout April and May with copies of the full research report available to take away.
The posters are also on display at the University of Glasgow.
Left: The research posters on display; Right: Dr Jeremy Law visits the exhibition.
Building a dyslexia-friendly Scotland
Dyslexia Scotland’s Organisational Membership initiative is helping to foster inclusion in the construction sector
Persimmon East Scotland has become the first housebuilder to take up membership, committed to supporting employees with dyslexia by making their workplace materials more accessible.
Construction Director Kevin Ferris said: “The partnership was launched following a staff survey and listening exercise, which highlighted the need for more inclusive resources. Working with Dyslexia Scotland, we’ll adapt training, documents, and communications to remove barriers and empower every colleague to thrive.”
The new membership was marked by a visit from Chief Executive of Dyslexia Scotland Cathy Magee to Persimmons’ Brucefields development in Stirling where she met Sales Director Laura Still, and Construction Director Kevin Ferris.
Laura Still said: “This partnership reflects our commitment to an inclusive culture and continued investment in training and career development opportunities for all our people.”
Cathy Magee said: “We were delighted to grant Organisational Membership to Persimmon Homes to acknowledge their efforts to build a dyslexiainclusive culture. I hope that we’ll see more companies take their lead and listen to their employee’s needs.”
Is your company striving to be dyslexia friendly? Ask your manager to apply for Organisational Membership.
Dream Makers for dyslexia
Xerox has donated 20 refurbished laptops to Dyslexia Scotland to benefit children and young people
The devices were refurbished as part of the office technology giant’s Dream Makers programme, which champions young people by giving them the opportunities and experiences they deserve to thrive and succeed through life.
The laptops will help children and young people with dyslexia learn in ways that work for them, such as typing rather than handwriting, using text-tospeech, and improving spelling, reading, and organisational skills.
Xerox President for Western Europe said: “As someone passionate about inclusive leadership and supporting neurodivergent talent, this feels personal. One in 10 people is dyslexic, and their strengths can flourish with proper support. A laptop can be transformative for children with dyslexia in a school environment. Dyslexia Scotland does incredible work empowering people with dyslexia. We’re proud to support their mission.”
Dyslexia Scotland Lead for Creative and Digital Katie Carmichael said: “This is a really generous gift from Xerox. Assistive technology can make a massive difference in helping children and young people with dyslexia to learn and develop their skills. Not everyone has access to digital tools, so we’re delighted to be able to pass these forward to people who need them. Thank you, Xerox!”
Behind the scenes: our ‘prints charming’
This edition, we take you behind the scenes to meet Hugh Latta of Communicate Mailing - the company that prints and distributes Dyslexia Voice
Communicate Mailing is a print and distribution company run by brothers Hugh and Tommy Latta. They print and post Dyslexia Voice. We recently learned that Hugh is dyslexic and invited him to share his story for this edition.
Hugh says: “I have been a Director of Communicate Mailing Ltd for over 21 years. I left school with no qualifications, not understanding why I felt so thick. I played a high standard of chess, enjoyed the lessons at school but failed every exam I sat.
I joined the Army and passed the IQ test with flying colours but come the written test, I failed miserably. I got a letter from the military asking me to come in and see them once again and so I did.
There were several people at the meeting asking me all sorts of questions about my schooling. They then sat me down to do another written test which was like the one I failed but worded differently. That’s when I was told that I was dyslexic.
A massive weight was lifted off my shoulders. I never looked back from that day on.
Working with Dyslexia Scotland printing and mailing this newsletter has given me a sense of pride.”
Right: Hugh at work in Communicate Mailing
“I was told that I was dyslexic. A massive weight was lifted off my shoulders. I never looked back from that day on.”
Opening doors to learning
by Alan Rust, a guest contributor
Years of struggle and stigma faded away when Alan’s employer funded an assessment for dyslexia – now he’s excelling as a worker and learner
My literacy challenges were not identified during my school years. The teachers tended to consider me a ‘nice lad’, but I had no additional support offered in primary or secondary school. My mum did her best to challenge the school, but specific learning difficulties and differences were much less recognised and supported in the 1980s and early 1990s.
My teachers encouraged me to leave high school around third year, and I enrolled in a construction course at Reid Kerr College. I have worked as an HGV driver for East Renfrewshire Council for 21 years and have actively become involved in my trade union, Unite the Union. I initially needed to attend two five-day courses to become a workplace representative. The thought of returning to learning made me incredibly anxious, and I did find the coursework challenging; however, it did give me a taste for learning. I wanted to continue in my union’s education programme, but I felt I needed to understand my challenges to better understand what learning support I needed.
I’ve always known that I’ve struggled, and not just because I didn’t pay attention in school. I have always felt that there is ‘something there’, and getting a formal identification would give me closure. It would allow me to understand myself better and know what stops me from learning.
My lack of knowledge about dyslexia and the stigma around it caused me to delay doing anything about it. The cost of being tested was definitely a barrier to my identification, and I support the work that Dyslexia Scotland is doing to make the Scottish Government aware of that barrier, Scotlandwide.
My branch of Unite was able to provide funding for my assessment. We contacted Dyslexia Scotland for a list of their approved assessors, and a date was set. The assessment process was very informal.
I was tested in the assessor’s dining room in his house, and because I was on my own and not in a classroom environment, I felt relaxed and not under pressure. I was worried about it beforehand, but when I got there, I was surprised at how calm I felt. It was a very quick 4 hours.
The assessor gave me a brief summary at the end that my dyslexia is moderate to severe. I instantly felt great relief. Having a formal identification has made a huge difference to me. I feel a weight has been lifted. Having confirmation will allow me to move forward. ►
“I instantly felt great relief. Having a formal identification has made a huge difference to me.”
Hopefully, I can get support in place now and do something better and more meaningful for myself, which will open doors for me. I really want to learn, and the more I go on, the more I want to learn. The outcome has given me confidence, and it will be good to use my brain. I’m beginning to understand the different support options, such as recording devices, spellcheck and Grammarly. I just need to find the right contacts to point me in the right direction.
I will also need to approach my employer about recording things, as they may not be comfortable with that. I will definitely take away the strengths that my assessment identified, too: a good vocabulary, good visual problem-solving skills, and a solid general knowledge base. I’m going to push myself to do the HNC Trade Union Organising and Representation qualification and a public speaking course. I want to challenge myself. ■
The Scottish Trade Union Dyslexia Guide
The Scottish Trade Union Congress and Scottish Union Learning developed a guide to help Union Learning Representatives support and signpost people in the workplace who may have dyslexia. The guide has links to relevant organisations that can provide the information and support they need. Download the PDF from the Employer page on our website at dyslexiascotland.org.uk/ employer/
members
We’re very proud to welcome The Dyslexia Shop as Organsiational Members.
The Dyslexia Shop stocks thousands of carefully selected products and teaching resources to help adults, children and infants with special educational needs/ learning difficulties. They are a family-run business based in Ipswich, Suffolk, providing expert, friendly advice.
As a family with a history of dyslexia and other needs, they have a real passion for providing high quality products that really make a difference to learning and everyday life, both in the classroom and at home. Visit their online store at www.thedyslexiashop.co.uk.
I wasn’t broken, I was wired differently
by Ross Linnett, CEO and Founder of Recite Me
When Recite Me CEO Ross looks back to his time at university, he realises now that the signs of dyslexia were always there - they’d just never been formally picked up
Growing up, I had always struggled with reading and writing, especially reading aloud. It was the one thing I dreaded the most in school. I could usually mask the difficulties, but when it came to reading out loud, there was no hiding. I was a happy and confident student in most ways, but those moments left me feeling exposed.
No one ever really took the time to understand why I found certain subjects harder than others, so I just carried on, doing my best. I excelled in non-English-heavy subjects and went to university to study engineering. But the academic challenges didn’t stop there. By the time I got to third year, I knew something didn’t add up. I’d often be the one explaining concepts and helping classmates through mock exams, but when it came to the real thing, I couldn’t finish the exams in time. Other students were scoring up to 20% higher than me, and I couldn’t work out why.
It wasn’t until after I left university that I finally got assessed for dyslexia. I was mid-presentation, scribbling down some notes, when a colleague turned
to me and said I was showing all the signs. That prompted me to get assessed. The results? I was, in fact, dyslexic. It felt like a big moment - not just in terms of understanding myself better, but also in finally having an explanation for everything I’d experienced up to that point. I wasn’t bad at exams, my brain just worked differently.
Getting that diagnosis gave me a huge sense of clarity. I finally had a framework to understand why I approached tasks the way I did, why certain things felt harder, and more importantly, why other things came naturally. Dyslexia brought its challenges - like reading aloud and staying focused, but it also comes with strengths. Creativity, problem-solving, and adaptability are second nature to me now, and I can see how that has shaped my approach to business and leadership.
Back when I was younger, there wasn’t much support - not because people didn’t want to help, but because the right tools simply didn’t exist. There were bits of software around, but they were clunky and tied to a single desktop in a single location. Nothing was portable, nothing worked across devices, and certainly nothing was built into everyday online experiences. That gap in support was a major driving force behind the creation of Recite Me’s flagship product: our Assistive Toolbar. It gives website visitors the ability to customise how content is presented, so they can consume information in the way that works best for them, wherever they are.
Looking back, being identified as dyslexic didn’t just change how I viewed my academic performance, it changed how I viewed myself. It made me realise that I wasn't broken, I was just wired differently. And different can be a real asset. Without dyslexia, I honestly don’t think I would have set up my own business. It pushed me to find better ways of doing things and gave me the motivation to create something that helps others do the same.
So if you’ve recently been diagnosed, don’t see it as a setback – see it as the beginning of understanding your own strengths. And remember: with the right support, dyslexia isn’t something that holds you back. It might just be the thing that propels you forward.
An Ode to Special People
by Roy Paton, a guest contributor
Roy’s poem reflects on the transformation in confidence that a dyslexia identification brought him
The brain in my head was in such a mess I also found it difficult to write
Deep inside I was so full of stress but nobody could imagine my plight!
You look at me no one would know how much my life was a struggle
The problems I had learning at school with most subjects I just had to juggle.
My friends thought they were cool, “That’s him – he’s dim – he’s just a fool!”
“Can’t add up! – Can’t spell! Can’t write!
How cruel when I was desperate to be normal – just to be able!
But my parents knew best they sent me for a test
Dyslexic – that was my label!
Then one day luck came my way a shot putt was placed in my hand
I hurled it a mile it made me smile it made me feel so grand!
Athletics I had found well I’ll be bound something I really was good at I jumped and I ran and I ran and I said to myself
“You can do it! – you know that you can!”
Every school record I broke!
When I look back there on the track it’s like a dream almost a joke
I then achieved a University Degree
Dyslexic! What’s that? I don’t understand not me!!
To all dyslexic people follow my lead just find something you’re good at “Go for it” I plead
“You know that you can”!
Our dyslexia won’t go away just put it into perspective that’s all I can say!!
Then like me you’ll feel free!
“That’s him!! Look at him isn’t he fun? He’s no fool he’s really cool!”
Some time ago playing rugby for Harlequins at Twickenham I had to laugh I was even asked for my autograph!!
But that is my plight – I find it difficult to write!!
Good luck dyslexics everywhere
We are very special people!!
A whole new world opened up for me
by Jennifer Martin, a guest contributor
An identification of dyslexia made life and learning better for Jennifer
Going to school was never anything I enjoyed. The thought of having to sit through certain lessons such as English and Maths filled me with complete dread. I struggled so much through school and was never offered the help that I needed. The amount of times I would pretend to be poorly so I didn’t have to go or even the excuses I would use in lessons just to get out of doing the lesson.
The amount of times I was just told to stop being lazy or stop acting up. Every time there was a mention of a test I would just completely freeze and tell myself that there is no way I could even do it. I would probably just write my name and not bother even trying the questions.
Then came my GCSEs. I think I just sat in the exam room and cried my way through them. As a 15-year-old I felt as though I would never go anywhere in my life if I couldn’t even achieve some good exam results. Seeing other students around me just getting on with it I just thought I was stupid and why couldn’t I just get on with it. I always thought I wouldn’t be able to do anything once I had left school.
I left school at 16 and started an Animal Care course at college. I felt so proud of myself that I had actually come this far. Then came the assignments. I got myself so worked up and yet again talked myself out of it and told myself that I could never do it. This is when I asked my college tutors for help. One of my tutors asked me if I had ever been tested for dyslexia. This is one of the first times anyone had ever asked me. They asked if it would be something I would be interested in. Until now I had never really thought about it because school had always been such a negative place for me. It was one of the first times I had ever opened up
about my struggle through school and also the bullying I had to put up with.
It almost felt like a whole new world had opened up for me. I finally realised that I wasn’t stupid and it was the extra support that I actually needed.
I was put forward to be assessed for dyslexia, and when I finally got the answers I needed, being told I was dyslexic almost felt like a weight had been lifted off my shoulders. I wasn’t stupid and it wasn’t my fault.
I was then offered more help with my assignments and the exams that I had to take to finish the course. Life had finally started to feel good, and I felt like I could just be me and not constantly hide behind a fake smile that I’m still very good at doing.
I’m now a mum of four beautiful children. They are the best thing that has ever happened to me. My 11-year-old daughter is dyslexic and seeing her struggle through school has been one of the hardest things I’ve ever had to watch. I will fight for her and get her all the support that she will ever need. Sometimes I do feel like there just isn’t enough support for children with dyslexia especially with the transition to high school. I never really had a lot of support from my own parents, so this is why I’m so passionate to get the help that my daughter deserves. She will never have to feel the way I did as a child and that there is nobody there to support my girl.
My experiences of life have made me the person I am today and the best mum I can be to my children. No matter what life throws at me I will take it one day at a time.
“I was put forward to be assessed for dyslexia, and when I finally got the answers I needed, being told I was dyslexic almost felt like a weight had been lifted off my shoulders. I wasn’t stupid and it wasn’t my fault.”
Our Lockdown realisations
Two mums reflect on lockdown and how it prompted them to pursue dyslexia identification for their children
Jacqueline’s story
When Chloe was struggling to retain what she’d just learned, mum Jacqueline turned to Dyslexia Scotland for guidance
It was a complete relief for my daughter once she was identified as dyslexic. Chloe’s dyslexia journey started in March 2020. When the UK went into lockdown, all of a sudden I had a part-time teaching job. What became evident pretty quickly to me was that Chloe was struggling with her writing skills.
Chloe could answer questions verbally but putting the answers down on paper involved a massive level of concentration. Her attention levels could only last for a maximum of 20 minutes and Chloe would often feel overloaded even at the age of 8 with trying to complete all the tasks on the
I noticed when Chloe wrote, the b and d were interchanged and often written back to front. The instructions from her teaching aid Lexia of “first the bat and then the ball” and “first the drum and then the drumstick” would work but not without a considerable amount of repetition. Chloe also didn’t respond well to Lexia, much preferring one-to-one coaching by me; often Lexia would have a more detrimental affect on Chloe’s learning.
Chloe could sometimes form, spell
and construct a sentence perfectly then couldn’t within a 30-minute period after. I started to question myself, was I teaching her correctly?
I knew Chloe was creative and had some incredible ideas for stories but the issue was getting these ideas out of her head onto paper or typing on a laptop. I then looked at the Dyslexia Scotland website and realised that potentially Chloe could be dyslexic.
When school eventually re-opened, we asked for a dyslexia assessment for Chloe. I think (I’m not certain) the wait time was around 8 months, then there was another delay after we went back into lockdown again.
But Chloe was eventually identified as dyslexic and also dyscalculic, and a support plan was put into place at school, first in her primary school and now her high school.
What I have found invaluable is the one-to-one tutoring of a dyslexia tutor recommended by Dyslexia Scotland. Chloe’s tutor Yvonne provides coping strategies and gives her confidence which have been vital to Chloe’s educational progression.
Emma’s story
Emma’s journey to understanding her son’s learning needs was blocked by many hurdles – but connecting with Dyslexia Scotland has opened new pathways
Our son, Fiachra, has autism (diagnosed age 10) and dyslexia (identified age 11). Our journey to identifying our child as having dyslexia highlights the challenges that co-occurring conditions can play in the identification journey. Fiachra had early challenges in relation to speech and language, but our concerns were dismissed. Challenges became more apparent during the Covid-19 lockdown. I think this is when many of us realised that there was something going ►
Parents and families
on with our children, in the sense of feeling alienated when parents referred to home learning as ‘difficult’, listed their reward strategies, or shared their tactics.
For us it wasn’t difficult, it was impossible. We are parents not school teachers, and certainly not teachers with specialist training in supporting neurodivergent children. Fiachra was in P2 when lockdown commenced, and P3 when the second wave of school closures took place. In the short attendance window in-between, his headteacher and class teacher identified that he had literacy challenges, and we completed the first checklists for dyslexia. His teacher also felt there was something else going on, but she wasn’t sure what.
Throughout the second lockdown, we gave up on formal learning, and spent the weeks watching television, getting outdoors, playing computer games. After the reopening of schools we could see Fiachra was still struggling.
My husband reached out to Dyslexia Scotland to seek a tutor and a wonderful, experienced, retired additional support needs teacher started working with Fiachra via video call at first and then in person. Quite swiftly his tutor raised with us that she thought there was more going on than just dyslexia. At the start of his P4 year, he was referred by our GP for ADHD. This is where things slowed down. At school,
Emma and Fiachra hosting a dyslexia awarneness stall
everyone was behind, because of the impact of Covid.
Fiachra was happy and engaged but was masking at school. His class teacher was supportive but Fiachra attends Gaelic Medium Education (GME). Children in GME generally get their formal dyslexia assessments later, as they learn to read and write in English at a later stage of primary school.
It became quite evident that there was not parity between the resources available for dyslexia in English and Gaelic. This was when I got involved with Dyslexia Scotland’s Branch network via the National Development Officer Lena Gillies, and we started to work together to improve the dyslexia resources available for GME – but that’s a story for a whole other article.
Fiachra had an initial CAMHS assessment via video call in April 2021, at which we were informed that they were referring him under the autism/ ADHD pathway. This affected his dyslexia assessment, as local authority policy where he attends school is that a child cannot be assessed for dyslexia while they are on the identification pathway for autism/ADHD, due to ‘crossover’. This is a policy I believe is inappropriate as the conditions often co-occur.
At the start of P5, Fiachra received speech and language intervention, which identified significant word finding, memory and processing difficulties. His school implemented support on a needs-led basis. The other children in Fiachra’s year group had their assessments and received dyslexia identifications in P6. Fiachra was in P7 before he obtained his, after he had been formally diagnosed with autism 7 months earlier (and not ADHD).
There was, evidently, no need for his formal identification to have been delayed. Our journey is easily summed in the words of the principal teacher, who called to let me know the results of the assessments: “It’ll come as no surprise to you that Fiachra has dyslexia.” ■
Mastering memory
Our West Lothian Branch hosted author and dyslexia specialist Louise Selby at an online event in April.
In her talk, Louise gave an overview of memory and learning, covering the impact of working memory challenges and strategies to overcome them, as well as explaining metacognition – learning how to learn.
Parents fed back to us how helpful the talk was in helping them understand more about how their child learns and the impact dyslexia can have on this.
Louise offers courses and books through her website, louiseselbydyslexia.com
Navigating early Conversations with parents and carers
by Debra Dingwall-Bain, a Dyslexia Scotland tutor
Identifying dyslexia is a collaborative process - Tutor Debra outlines how to have the conversation with others in the child or young person’s wider world
Ahoy, Teachers! As a seasoned tutor and captain of The Dyslexia Den, I know that spotting the signs of dyslexia in the classroom can feel like steering through fog. You see something - late reading skills, inconsistent spelling, trouble remembering instructions - but how do you bring it up with parents without sounding the alarm or making assumptions?
That’s where the Addressing Dyslexia Toolkit comes in. Think of it as your navigational chart for tricky waters - a way to steer early conversations and support strategies without drifting into deep uncertainty.
Spotting the early storm clouds: start with the checklists
Anchored firmly within the Toolkit are the Literacy Checklists, and they’re pure gold. Divided into CfE levels (Early, First and Second, Third and Beyond), they’re ►
designed to help you observe, record, and reflect on a child’s progress across key literacy skills.
These aren’t tests - they’re observation tools that shine a light on patterns. Using them is as simple as casting a net-you gather what you see: difficulties with blending sounds, avoiding reading aloud, messy handwriting, or struggling to follow written instructions. It helps you build a clear picture of what might be going on beneath the surface.
Navigating conversations with parents: calm seas ahead
Now for the tricky bit - speaking with parents. These checklists make that so much easier. Instead of saying, “I think your child might be dyslexic,” (which can feel like dropping an anchor without warning), you can say: “We’ve been using a checklist that helps us identify learning needs early. Here’s what we’ve observed, and we’d love your thoughts on whether you’ve noticed anything similar at home.”
Suddenly, you’re not concluding - you’re collaborating. You’re co-captains of the same ship, heading toward a common goal: helping their child thrive.
Sailing together: a collaborative voyage
The Toolkit reinforces that this isn’t a solo mission. It’s a team effort: educators, parents, and the pupil all have a role. There are versions of the checklists for parents and learners too - so everyone’s voice gets heard, and the process feels inclusive rather than overwhelming.
Extra gear in the Toolkit hold
There’s more than just checklists in this treasure chest: Collaborative Assessment Summary Forms help keep the whole crew aligned. Strategy Banks offer practical classroom ideas you can use immediately. Professional Learning Modules - perfect for twilights or insets - help you (and your colleagues) build confidence in spotting and supporting dyslexia.
Final thoughts from the Crow’s Nest
Don’t wait until a full-blown storm hits. The Addressing Dyslexia Toolkit gives you the tools to gently, positively, and collaboratively start those early conversations. It encourages curiosity over concern and support over stigma. So, next time a learner’s reading journey feels off-course, grab your checklist, raise your metaphorical sail, and begin the conversation. You’re not alone - and with the right tools, you’ll be guiding that child into calmer, more confident waters in no time.
Dyslexia
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Changemaker channel
Your changemaking news and updates from around the country
Braehead’s Magic
Brains
Teacher Monica Nelson writes, “Students of Braehead primary school in Stirling created a book about dyslexia called Magic Brains. They had copies professionally printed and created a video of the book that they narrated.
The book has increased awareness and understanding of dyslexia. The specific intention of the book was to create a book for young people newly identified as dyslexic by young dyslexic people themselves. It has facts about dyslexia, top tips and advice, personal stories and famous dyslexic people.”
Firey fundraising
Christie Mitchell writes, “I raised £265 for Dyslexia Scotland.
My son Parker inspired me to do this. As a dyslexic learner he has to face challenges every day in school. He is such a determined, amazing boy and I wanted to show him how much I value his efforts and hard work. I wanted to put myself in his shoes by coming out of my comfort zone and facing fear head on.
I also teach in a Scottish secondary school with many amazing young dyslexic learners. They come in every day and metaphorically walk over fire, putting 100 percent into their learning despite finding it very difficult at times. So this was to inspire them to keep going!”
Changemakers without borders
by Janey Ball, a guest contributor
Being identified with dyslexia was a launchpad for two types of journey for Mark: a voyage of self discovery, and an adventure across the world
In an interconnected world, Scottish artist and designer Mark Stoddart has taken a different kind of journey - one fuelled not by leisure, but by literacy. A lifelong dyslexia advocate, Mark has traversed continents to champion neurodiversity, bringing both empathy and action to the global stage.
His recent travels reflect a powerful mission: from Singapore's Dyslexia Association to Orlando’s Learning Disabilities Association of America conference, to Oxford’s World Literacy Summit and communities in Indonesia and Kenya. Each destination deepened his understanding and
Above: Marc at the World Literacy Summit. Right: Mark in Bali.
support for neurodivergent learners.
Identified with dyslexia himself, Mark's personal experience drives his advocacy. His diagnosis became the lens through which he saw the world differently - and the springboard for change. At home in Scotland, Mark supports causes like Dyslexia Scotland, Race Against Dementia and Rotary Scotland, but believes strongly in global responsibility: “If we don’t help disadvantaged communities in their own countries, the consequences reach our own doorsteps.”
In Bali, Mark funded the eco-friendly North Bali School of the Arts (NBSA), designed to serve neurodivergent students while working towards carbon neutrality. A return visit in October confirmed its life-changing impact. As a Rotarian and member of the Rotary Club of World Disability Advocacy, Mark also addressed the Rotary Club of Bali Action, urging Rotary’s 1.4 million members to champion neurodiversity. At the Scottish Parliament, alongside Rotary International President Gordon McInally, he helped launch a fundraiser featuring his sculpted Apollo 11 table - now on permanent display.
In Singapore, Mark met with the Dyslexia Association of Singapore, impressed by its structured, science-backed, and compassionate approach. He presented his book Making a Mark!, sparking new conversations about literacy innovation across borders. ►
In Orlando, Mark joined experts at the Learning Disabilities Association of America conference, highlighting that dyslexia is a global issue needing locally grounded, culturally fluent solutions. Back in Africa, his funding helped establish a neurodiverse school in Kenya for children with dyslexia, ADHD, autism, and more. Facing overwhelming demand, he’s now fundraising to expand the school with a second floor and has provided teacher training resources.
In the UK, Mark continues his momentum. He spoke at the Liverpool Dyslexia and Neurodiversity Conference, was invited to the University of Chester, and had a presence at the British Dyslexia Association conference and the Dyslexia Show in Birmingham. He also presented at Dumfries House, home of The King’s Foundation, which shares his commitment to education and sustainability.
At the World Literacy Summit in Oxford, Mark extended an invitation to teacher-trainer Sharon Hall of Dyslexia Scotland, emphasising that literacy must include the right to read differently. Across continents, Mark’s message resonates: that every child, regardless of how they learn, deserves the tools and respect to thrive.
“This journey has shown me,” he reflects, “that while the letters may look the same around the world, the stories can always be rewritten.”
Mark’s identification didn’t define his limits— it defined his mission: a global declaration that difference is not a deficit. ■
Mark with Dr Fumiko Hoeft from California, USA
Trade Union triumph
Steven is pictured with First Minister John Swinney at the recent award ceremony.
Congratulations to Steven Black of Dyslexia Scotland’s North East Branch who has won the STUC’s Helen Downie Award
Nuala Ashe, Regional Learning Organiser with Unite the Union, said: “The Learn with Unite team is immensely proud of Steven’s accomplishment in gaining this top accolade from the STUC.
Through his volunteer roles as a Workplace and Learning Rep and Chair of the North East Branch of Dyslexia Scotland, Steven utilises his lived experience to champion neurodiversity within the workplace, the union movement, and the Aberdeen community, paving the way for a more inclusive Scotland. Well done, Steven.”
Steven said: “I hope that by receiving this, I have been able to encourage others who are neurodivergent to know that anything is possible and not be afraid to speak up and share their challenges with their employer and colleagues.”
Congratulations, you’re dyslexic!
by Susan Taylor, a member of Dyslexia Scotland
A long time ago, during the weird pandemic, I started a learning journey with the Open University. I had known for years that I was dyslexic. The problem was that I had been told this was a reading and writing problem.
I could read and write, so dyslexia was not a problem from my point of view. I was wrong, and others had spotted that I had issues. However, nobody had said it was due to dyslexia.
It was a taboo subject, and where was the proof? I had naturally lost evidence of my dyslexia through time. I had been identified in the 1980s in a rural school. A lot has moved on in the world of dyslexia, and the school I went to is now closed.
I had talked to the Student Awards Agency for Scotland just before the pandemic hit. I could apply for funding for my course, and they would help me with all the forms for my Disabled Student Allowance.
However, one snag became apparent with the pandemic. I was stuck in the house, following Janey Godley as Nicola Surgeon and watching weird programs such as The Tiger King. I couldn’t go anywhere; I could only get a bus in an emergency.
I eventually received the news that I had been accepted for my course at the Open University. The next step was applying for my Disability Student Allowance (DSA).
Okay, I know no face-to-face assessments are going ahead as everything has shut down. How will I deal with this issue?
The Open University sent an email saying that I have not given enough evidence for my dyslexia and needed a complete assessment. The word “HELP!” springs to mind. I needed advice and called the Dyslexia Scotland helpline. The question was, “How do you get an assessment during a pandemic?” Thankfully, students at the beginning of their journey could get an assessment online. An assessment is expensive; it shows the spikey profile and my strengths and weaknesses.
The assessor contacted me; I had to fill out forms about my history. My dyslexia and dyspraxia stems from a brain injury through illness. I have researched this subject. I had to recall all my struggles from school with dyslexia. You don’t realise how deep the problems go until the assessment happens. After sending in all the forms, I went online to talk to the assessor. When testing my ability to fill in the blanks in a sentence, my brain was guessing. My reading speed comes back at a snail's pace. My short-term memory is non-existent, and tracking with reading improves thanks to using a ruler.
The time stood still, and I was exhausted by the time I had finished. My assessor finished with, “Congratulations, you are definitely dyslexic!”
This has not changed my outlook about my dyslexia. I am constantly researching to learn more, especially to improve my working memory. I can remember tunes from the 1980s. However, I still need to work out why I left my house keys in the fridge. I thought my report was complex until I swapped with a friend. It came about by asking if they could see my report. I could see theirs, but I can only say that their report was far too complex, and there were bits I didn’t understand. It was beneficial to tell me about the software available to support dyslexia.
This has helped with my issues of dyslexia in further education and my life in general. I have been working on teaching people about assistive technology to support their issues since my assessment.
A dyslexia assessment helped Susan as a student
Top tips for considering going to university
by Amelia (S6 school leaver), Nuala Ashe and Anna Jack-Waugh, members of Dyslexia Scotland
School leaver Amelia and Dyslexia Scotland members Nuala Ashe and Anna Jack-Waugh share their top tips to help you navigate university choices
Amelia says
When you’re trying to choose the right university, try and visit as many of them as you can before you make your choice. Open days are a good way of doing this.
Think about things like:
• Location - are there good transport links?
• Accommodation - is it on or off campus and what do you prefer?
• Pastoral and well-being support - is there a good network of support available?
• Student facilities - is there a choice of clubs that interest you?
It can get a bit stressful deciding which university to choose, so make a ‘pros and cons’ list after your visits and add to it as you go along. Take your time - there’s no hurry to decide straight away after the offers have come in, you may change your mind as I did three times! Use all the time you are given to make your decision.
Don’t decide on a university just because your friends are going there - you will always make new friends. If you do find out that someone else from your school is going to the same university as you, try and make contact and perhaps set up a WhatsApp group so you can arrange to meet in your first few days.
Universities have Scottish, UK and Worldwide rankings. Don’t base your choice on rankings as they change all the time.
Really research your course on the university websites and talk this through with your Pastoral Care or equivalent at school. Compare courses between Universities as the course content may differ and some may offer opportunities to go abroad or flexibility to switch or adapt the content after the first year.
When deciding the right course for you, ask yourself:
• Am I really interested in the subject? Does the course content excite me all the way through?
• Are there any aspects of the course I may find tricky such as essay writing or maths? If there are, then is this the right course for me or is there something I could choose along the same lines?
• What are the job prospects with the chosen degree?
S5 grades are more important than you think. Often, a university will base their entry requirements on your S5 grades. S6 is a great opportunity to improve your grades, add to or re-sit a subject. ►
Leaving home is a daunting process for most so you might want to prepare for this by learning how to cook a few meals and also learn how to do your washing. If you feel this may be an extra pressure for you, perhaps consider a university nearer to home if possible. Remember everyone is in the same boat and there will always be someone to chat to.
Prepare a weekly meal planner with your family before you go.
Ask for advice on how to manage your budget and create a budget planner with your family. Consider living costs especially in bigger cities where it may cost more than you are used to.
Anna says
Preparing for university or any post-school pathway can start as early as S3 or S4 or before.
Have an understanding of the essential requirements for future courses or employment, and use your subject choices in S4 to help you on your chosen pathway. Be aware of subjects that you need but may be challenging. National 5 Maths is often one of these. When you are fully informed, you can make lots of choices about focusing your studies.
Some schools and universities form partnerships to offer modules that help you on your chosen pathways. If you feel confident in your choice, you can just consider one of these modules as an option.
Consider starting to volunteer and focusing on a sport or other extracurricular activity to broaden your interests and skills. By committing to something early that you have chosen, you can manage your commitment as you get closer to exams and have achievements under your belt to put on your university application.
Be strategic in your extracurricular activities. School-based opportunities come quickly in S5 and S6. There is a risk that you may volunteer for too many activities. For some, these activities may not enhance your university or employment application, but interfere with your exam studies.
Consider a university summer school again quite early; examples include the Sutton Trust. By planning early, you will learn the application dates, criteria, and submit early requests to your teachers for references.
Nuala says
Colour-coding, colour-coding, colour-coding! It works and is very effective for organisation.
Before leaving high school, try to obtain an email or other evidence with formal identification of dyslexia to pass on to Student Support Services at your chosen University. If your school hasn't got it or won't supply it, contact the university as soon as possible, as they should be able to assess your support needs.
As a dyslexic student you may be entitled to Disabled Students' Allowance. More details of this can be found at saas.gov.uk/guides/disabled-studentsallowance. They advise you to apply as soon as possible to make sure your funding is available at the start of your course.
If you have a formal identification of dyslexia, ensure that you tick the disability box on your Student Awards Agency for Scotland (SAAS) application. Otherwise, it could take longer and create more paperwork for you in the long run. ■
Education conference speakers
and workshops announced
Dyslexia: empowering educators
Saturday 1 November 2025
Inspirational speaker:
Hamza Yassin
We are honoured to welcome wildlife cameraman and Dyslexia Scotland
Ambassador Hamza Yassin who will close the conference by sharing his experiences of dyslexia.
The conference is designed to strengthen professional courage and provide teachers with the knowledge and tools that serve as the building blocks for learning.
Wildlife Cameraman and Dyslexia Scotland
Ambassador Hamza Yassin will speak at the Conference
Keynote: The Science of Reading
This year’s keynote talk, ‘The Science of Reading: Bridging Research and Classroom Practice’, will be delivered by Dr Jeremy Law, Senior Lecturer at the University of Glasgow
A fundamental insight from this research is that reading is not a natural process; unlike spoken language, there is no single area in the brain dedicated solely to reading. Instead, multiple brain regions involved in other tasks must form new connections in a specific way for reading to occur. Simply put… we are not born to read. So, how do children learn to read, and why do some struggle?
In this keynote, Dr Law will discuss the latest cognitive and neuroscience findings on how children and young people learn to read - a body of work often referred to as ‘the science of reading’.
This session will provide teachers with a roadmap for translating cutting-edge research, bridging the gap between science and practice to inform instructional decisions and build confident, capable readers.
The Science of Reading represents a substantial body of empirical research, compiled over decades and thousands of studies, dedicated to understanding precisely how humans learn to read and identifying which instructional approaches are most effective. Understanding this reality and the science behind it underpins effective teaching. ►
Dr Jeremy Law, Senior Lecturer at the University of Glasgow will deliver the keynote talk
This keynote will introduce key research findings and models depicting how we read while exploring practical strategies for applying this knowledge in the classroom to improve student outcomes.
It will explore why explicit, evidence-based instruction in phonics, phonological awareness, fluency, vocabulary, and comprehension is critical for every learner, and how dyslexia can complicate these processes of reading development. Drawing on both global research and Scottish educational contexts, Dr Law will unpack how and why knowledge of the science of reading is vital for all educators and outline practical strategies to ensure all students, including those with dyslexia, receive the structured literacy support they need.
Workshops
Delegates will also attend 2 workshops which will cover:
• A teacher’s perspective of support in the classroom
• ADHD: characteristics, key challenges and strengths
• Artificial Intelligence (AI) in the classroom
• Module 4 in the series of Dyslexia and inclusive practice modules
• Understanding the impact of dyslexia
• Why morphology matters
• Book your place at dyslexiascotland.org.uk/empowering-educators ■
1 November Technology and Innovation Centre, Glasgow
New horizons: navigating the Delphi Definition of Dyslexia in Scottish classrooms
by Debbie Dingwall-McBain, a Dyslexia Scotland tutor
A new international definition of dyslexia is helping teachers and parents better understand how to support learners - Debbie explains what it means for Scottish classrooms — and why we’re already ahead of the curve
Why do some bright, articulate children still struggle with reading and spelling, despite every effort to support them?
It’s a question I hear often from teachers and parents, and one that’s just received a fresh navigational chart. In late 2023, a new international consensus known as the Delphi definition of dyslexia was released, offering clearer guidance on what dyslexia is and how we can better identify and support learners in our classrooms.
As someone who’s been sailing these seas for years, I can say this new definition helps bring choppy waters into clearer view - and reassures us that, here in Scotland, we’ve already been steering in the right direction.
What is the Delphi Definition and why does it matter?
The Delphi definition was created by a crew of over 50 international experts - educators, psychologists, researchers - using a structured process to reach agreement on the nature of dyslexia. Their aim? To provide a shared, evidence-based understanding that reflects the latest research and works in real-world classrooms.
Too often, definitions of dyslexia have varied from one setting to another, leaving educators without a clear compass. The Delphi team sought to remedy that, and their final version is both practical and powerful.
Crucially, the Delphi and Scottish approaches recognise this: you don’t need a formal identification to support a learner. If a child shows signs of difficulty, we can start putting dyslexia-friendly strategies in place immediately. Early support makes all the difference - and inclusive strategies benefit the whole crew, not just one sailor.
What does the definition say?
According to the Delphi group, dyslexia is a neurodevelopmental difference that leads to persistent difficulties with reading and spelling, even when learners can access effective instruction.
The key difficulty lies in phonological processing - the ability to hear, break apart, and work with the sounds in words. But the definition also acknowledges a broader set of challenges, including:
• working memory weaknesses
• slower processing speed
• rapid naming difficulties (how quickly a child can name letters, objects, or colours)
• orthographic processing issues (recognising and remembering common written word patterns).
This broader view means we must look beyond surface-level performance and consider how a learner is processing language below deck. ►
What it can look like in the classroom
A dyslexic learner might not always show clear ‘red flags’. Sometimes the signs are subtle and easy to miss in a busy classroom:
• a child who’s brilliant verbally but avoids writing
• a pupil who never seems to retain spelling patterns
• a child who forgets instructions quickly
• a learner who works twice as hard for half the progress
• a daydreamer who’s simply exhausted from keeping up.
The Delphi definition encourages us to spot these patterns and consider the full learning profile, not just decoding ability or phonics scores.
My experience with the Dyslexia Identification Pathway
As a dyslexia tutor, I regularly use Scotland’s Dyslexia Identification Pathway - and I can say it’s one of the most reliable navigation tools we have. It’s practical, collaborative, and focused on early intervention. It combines teacher observations, classroom evidence, and parental insight, building a clear picture of a child’s needs long before any formal identification.
What’s encouraging is that the Delphi definition fits perfectly with this approach. It validates the idea that we don’t need to wait for a label before raising the sails and putting support in place.
What can teachers do?
Here are practical ways to support your dyslexic learners on their journey:
1. Keep your eyes on the horizon. Spot persistent challenges early - even when a child appears to be ‘coping’.
2. Use multi-sensory teaching. Let children see it, hear it, say it, move it. Learning sticks when it’s anchored in experience.
3. Give extra time to process and respond. Many dyslexic learners sail at a different pace - and that’s okay.
4. Reduce working memory overload. Use checklists, visuals, and routines.
5. Offer different ways to show understanding. Oral responses, mind maps, video - whatever helps them express what they know.
6. Shine a light on their strengths. Creativity, empathy, humour, big-picture thinking - these are often hidden treasures.
7. Work closely with families. They’re your co-navigators.
8. Use the free classroom checklists on the Addressing Dyslexia Toolkit. These are brilliant for tracking signs, planning support, and starting meaningful conversations.
Setting a steady course
The Delphi definition doesn’t rock the boat - it steadies it. It brings international research into line with Scotland’s inclusive, child-centred approach. Most importantly, it reminds us that dyslexia is not a deficit - it’s a difference. When we navigate with understanding and flexibility, we help every learner catch the wind in their sails.
For more guidance and resources, drop anchor at addressingdyslexia.org.
Differentiating dyslexia from visual difficulties
by Nadia Northway, Clinical Director Orthoptist at NNTC ltd
Orthoptist Nadia outlines how visual difficulties can impact reading
Dyslexia is not primarily a visual problem. It is a language processing disorder, and visual problems do not cause dyslexia. There are however a number of errors that seem visual in nature when dyslexic people read. This short piece will explain these and the reason they occur along with some simple tips to help those with frequent visual errors.
Binocular Vision Anomalies
The alignment and muscular control of vision is often weak in dyslexic readers possibly due to the neurology of dyslexia. Fatigue, blurring (see the image below), losing your place and transposing letters along with slow sight word development are all consequences of this easily treated but commonly undiscovered condition. Modification of the tests we associate with a routine eye test is needed to diagnose it.
Research has suggested that as many as 50% to 80% of dyslexic readers may experience this condition that is treated with vision exercises and sometimes glasses. This treatment is often given by Orthoptists who work in the hospital eye clinics. Referral is needed to the eye department. Most orthoptic departments in Scotland have a trained practitioner who will check for visual stress as well as binocular vision anomalies and some high street optometrists will have done additional training to check for visual stress.
Many struggling readers see blurry text, not necessarily all the time but they may find it difficult to maintain clear single vision when reading. This may be in addition to dyslexia but can occur as a problem in its own right.
Visual Stress
This condition treated with coloured overlays and lenses has received a lot of attention in the dyslexic community and is often cited misleadingly as a part of dyslexia. However, it occurs for many others without dyslexia and coloured overlays and lenses do not treat dyslexia.
Its symptoms are very similar to binocular vision problems and detailed assessment is needed to differentiate the 2 conditions. Visual stress (pattern-related visual stress, sometimes incorrectly called 'MearesIrlen Syndrome' or 'Scotopic Sensitivity Syndrome') is the experience of unpleasant visual symptoms when reading, especially for prolonged periods and when text reduces in size. Symptoms include illusions of shape, blurring, movement and colour in the text, distortions of the print, and general visual fatigue.
Visual stress can also cause sore eyes, headaches, frequent loss of place when reading and impaired comprehension. Visual stress is thought to be caused by the striped effect of black writing on white paper which causes over stimulation and excitation of the visual cortex.
Visual stress can have an adverse effect on the development of reading skills, especially reading fluency. For example, the ability to recognise words quickly and to read longer passages of text in a smooth and efficient way so that good comprehension is maintained.
Visual stress makes reading an unpleasant and irritating activity that children will tend to avoid as much as possible. Research has shown that 15% to 20% of people (even many who do not have dyslexia; migraine sufferers are more commonly affected) suffer visual stress to some extent, and they may also tend to be hypersensitive to fluorescent lighting and flicker on computer monitors. Dyslexic readers are more aware of the pattern effects because they have to look more intently at words ►
compared to able readers who skim and can ignore the illusions. It is treated with specialist-coloured lenses. Science cannot currently explain why different colours are needed by different people, but we know that the prescription of coloured lenses can significantly enhance the ability of people to read for longer and longer reading means more practice that eventually leads to better reading. Support for the phonological aspects of reading that dyslexic people struggle with require other forms of support. People are advised not to get coloured lenses that match an overlay they have been using since this often is not the best colour to alleviate all the triggers of visuals stress such as glare and flicker. Enlarging font size and line spacing can reduce the visual illusions and make reading more comfortable.
As text becomes smaller it becomes more stripy and more likely to induce visual stress symptoms. The pattern on the left is uncomfortable to look at compared to the one on the right. The effect is similar as text becomes smaller.
Temporal Processing Error
The brain processes in time and space. It is widely known that the timing of auditory processing in dyslexic brains can be out of sync with the spatial or visual representation. This may lead to a mismatch in what the person sees on the page and what the phonological processes can sequence, leading to what look like careless errors. For example when you see the word “split” it is often misread as “spilt”.
A simple way to address this is to enlarge text so that the time required to look at the word is altered. Most dyslexic readers make fewer errors when the text is enlarged as a result of matching (slowing) the visual processing to the auditory processing of the word.
The figure below shows how the time to look at a word can be influenced by the size of font but also the letter and line spacing. Graphic designers might make the spacing smaller if they are constrained to using fewer pages, which for most readers helps them skim. Those with visual issues or temporal processing difficulties may prefer larger size and this is simple to achieve on modern computers.
Examples of different font size and types with different spacing
These fonts are all size 14 but have different spacing between the letters that can alter processing of the word.
Ava, Blake and young people from Arduthie school share why finding out they are dyslexic changed things for the better
Hi I am Ava, and I am ten years old. I am the eldest of three girls, my sisters are Bess and Cettia and my mum and dad are Alice and Jack. I go to school in Edinburgh.
I have different interests that I like to do. Art because it is very relaxing, and I like to be creative. I love sport because it is a way to get active and have a good time by yourself and with other people. I like spending time with my sisters because we laugh a lot, and I love when we watch movies all together. I like being with my two best friends because they are really funny and kind and we all love sport. My favourite sports are netball, sprinting, running cross country and cycling.
Something I really like is pizza because I love cheese and dough but I also like noodles with fish and broth.
When I was in early primary I struggled a bit with maths, writing and spelling. Everyone else seemed to “get it” better than me and sometimes I felt upset. So, in primary five we all decided (me, mum and dad) that I should get tested for dyslexia. The test was ok and I got breaks and a snack. Then three weeks later my mum told me I was dyslexic. After that I got a lot of support and then I started “getting” things, I started to understand things better. I was happy to know I was dyslexic because
for most of my childhood I felt I was falling behind even though I enjoyed school. It was good to have a reason and to know that my brain was working differently. I like having an interesting brain!
When my teacher writes things on the board I work it out for myself and organise my thoughts. I like this because I think I get much more detail in things than other people who rush in to something. I’m happy with my dyslexic brain!
Una says, “At first it made me sad but when I did my presentation at Cubs I felt better about it and proud. I looked on the internet and found out Tom Holland the Spiderman actor and Dave Pilkey who wrote Dogman books are also dyslexic.”
Grace says, “It made me feel a little bit like I wasn't going to be myself. When I get my letters mixed up I realised it was ok and people can help me and I'm still myself.”
Blake says, “Being dyslexic for me means I gets more help in school, I get to use other devices to do my work like the laptop and a c-pen for reading. I can find it hard to concentrate when it’s the stuff I find hard but I love doing arts and crafts and making stuff. I like being dyslexic as it means I’m different to others and my brain works in a special way.”
Escape
by Lexie Dobson aged 13
There are many ways to escape. Like looking at far away landscapes. Or getting lost in thought. It’s funny because when I have those deep thoughts, I always seem to get myself in a knot. Of questions without answers like potatoes without planters.
I wonder sometimes if people think the way I do, if they wonder if they could sue that one mean person in class or run away and let time pass, if they think like I do then how come they can't understand the things I think and do.
If, if, if.
If I speak out, how do I know I won't be silenced, If I speak a thought I have, how can I know that I won't be shut down because it's not “normal”, it's just seen as weird, that's why I seem to have this fear.
And just stay silent with these thoughts inside my head dancing around like little kids with their mothers trying to put them to bed,
So I find ways to escape in the sounds of music and the bustling crowd as I look at a landscape with people walking around.
So maybe one could call me a quiet girl but maybe, just maybe I'm trying to find the beauty in this harsh and unfair world.
Word Millionaire!
Rachel Morris finds reading and spelling tricky, but it doesn’t stop her from having a love of stories.
Rachel takes part in the accelerated reading programme at the Community School of Auchterarder. With the support of the incredibly dedicated Librarian, she has been "ear reading" and quizzing on audio books.
Rachel is not only smashing her reading targets but has managed to become a Word Millionaire - she has read more than a million words this year!
This is a huge achievement for any student, and especially brilliant considering her dyslexia.
BBC Scotland video
BBC Scotland The L.A.B made a brilliant video with Kintore Primary School. Check it out here
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Young and dyslexic
Acting up
It was lights, camera, action at our event for young people with dyslexia in Paisley in March. The event was run by Dyslexia Scotland and PACE Theatre.
Everyone who attended had a great time taking part in puppetry workshops, stage combat and improvisation as well as making new friends.
Life after school - Marc’s story
Dyslexia Scotland Young Ambassador Marc found school hard – he’s dyslexic and has ADHD; the classroom just wasn’t the right environment for him to learn at his best.
He found himself acting out to avoid school work and frightened he had no future.
After school, Marc applied for an apprenticeship in butchery at the Smiddy Farm Shop near Stirling where he’s loving learning – and earning. He worked hard, learned all he could from his supervisors and his ambitions keep on
In this video, Marc tells his emotional story about finding his path, with help from his parents, educators, employer and most importantly – his own belief in his ability to achieve his goals.
dyslexiascotland.org.uk/ marcs-story
Marc’s top tips for moving on from school
If school isn’t where you learn at your best, learn from Marc. Whether you want to start on a vocational path or an academic one, there are ways to bridge the gap between school and your future.
Marc says
1. Believe in yourself – you can succeed!
2. Learn as much as you can, in a way that works for you. For me, this was hands-on, practical learning, so I did vocational training then an apprenticeship.
3. Use the people who can help you. Your guidance teacher or Skills Development Scotland careers adviser can help you find the right opportunity for where you’re at, whether that’s a vocational employability course, pre-apprenticeship programme, apprenticeship or further and higher education. There’s no wrong path.
Useful stuff
Life after school....
Make sure you have a chat with your Skills Development Scotland Careers Adviser to find out what next steps you can take after school.
And check out the My World of Work website, MyWoW, at myworldofwork.co.uk/
These cool t-shirts are half price in our online shop! Use the code SUMMER at checkout to get a massive discount.
Educate your family
Does your family need to understand dyslexia better? Share this Dyslexia Scotland web page with them.
Thanks to Beano for writing our jokes! You can find FREE jokewriting and reading resources at schools.beano.com and new jokes every day at Beano.com.
Use your drawing skills to scribble your way through the Bash Street Sketchbook!
