The Future of Dyslexia Research and Support

Some of the brightest and most creative people are dyslexic, such as but not limited to:

• Albert Einstein – Theoretical physicist
• Agatha Christie – Writer
• Steven Spielberg – Film director
• Bill Gates – Founder, Microsoft
• Leonardo Da Vinci – Artist
• Thomas Eddison – Inventor
• Steve Jobs – Founder, Apple
• Steve McQueen – Artist and film director
• Holly Willoughby – Presenter
• Jennifer Aniston – Actor
• John Lennon – Singer/songwriter

However, many people who have the condition do not even know that they have it. Sometimes dyslexia goes undiagnosed for years and isn’t recognised until adulthood, but it is never too late to seek help and support.  

The prevalence of dyslexia in the UK is thought to be about 10% of the UK population, of which 4% are severely affected, according to the British Dyslexia Association. There is a possibility that this figure rises to 15% of people being on the dyslexia spectrum. The Yale Center for Dyslexia and Creativity in the US, on the other hand, states that it affects 20% of the US population, representing 80–90% of all those with learning disabilities, and notes that it is the most prevalent of all neurocognitive disorders. Transnationally, the European Dyslexia Association estimates that between 5% and 12% of the population of Europe is dyslexic, while the European Commission released a report in 2013 stating that a mere 3.3% of the block’s population are dyslexic.  

These discrepancies in prevalence figures are significant, and may be partly due to the fact that different ‘official’ bodies do not agree on what dyslexia is. Various national bodies measure dyslexia differently, arriving at wildly different conclusions regarding how many people have the condition. Dyslexia is a learning difference, a combination of strengths and weaknesses which affects the learning process in reading, spelling, writing and sometimes numeracy. In addition, people with dyslexia may also have accompanying weaknesses in short-term memory, sequencing and the speed at which they process information. It doesn’t affect intelligence. As we have said, some of the brightest and most creative people are dyslexic. Also, dyslexia is not a disease or an illness, it is a condition that someone is born with. Everyone’s experience of dyslexia is unique, but it can significantly impact education, the workplace and everyday life. 

There is a common misconception that dyslexia only affects the ability to read and write. In reality, dyslexia can affect memory, organisation, time-keeping, concentration, multi-tasking and communication. People with dyslexia process information in their brains in a different way than people without dyslexia and this can affect everyday tasks that many people take for granted such as, but not limited to:

• Listening and taking notes
• Understanding and following directions / instructions / recipes
• Telling the difference between right and left
• Expressing ideas in an organised way
• Prioritising work
• Managing time
• Shopping
• Getting phone numbers and email addresses wrong
• Texting
• Making small talk
• Completing forms
• Placing online orders
• Multi-tasking

People with dyslexia will benefit from early identification of the condition, appropriate intervention and targeted, effective support at the right time. All of this requires ongoing research to better understand the condition and its impact on people, their development, their education, their work prospects and working lives, and their everyday lives in general in order to be able to provide effective support to help people better manage the condition and be able to live their lives on a more even basis.

Understanding Dyslexia

Dyslexia comes from the Greek ‘dys’ meaning ‘difficult’ and ‘lexis’ meaning ‘word’, so it describes a difficulty with words. Researchers at Kings College London and St John’s College, Oxford, have shared the first detailed history of how dyslexia became recognised. Whilst the term dyslexia was first coined by Rudolf Berlin in 1883, a precise definition eluded professionals for more than one hundred years. Many different definitions of dyslexia are still being used, making diagnosis difficult, and it is common for individuals with dyslexia to be misdiagnosed or even missed entirely, partly due to variations in definitions and assessment criteria.

As a result of a Definition Consensus Project, the International Dyslexia Association (IDA) defined dyslexia in 2002 as “Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge”.

The Dyslexia Association in the UK adopts the Rose (2009) definition of dyslexia:

“Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling. Characteristic features of dyslexia are difficulties in phonological awareness, verbal memory and verbal processing speed. Dyslexia occurs across the range of intellectual abilities. It is best thought of as a continuum, not a distinct category, and there are no clear cut-off points. Co-occurring difficulties may be seen in aspects of language, motor coordination, mental calculation, concentration and personal organisation, but these are not, by themselves, markers of dyslexia. A good indication of the severity and persistence of dyslexic difficulties can be gained by examining how the individual responds or has responded to well-founded intervention.”

The SpLD Assessment Standards Committee (SASC) is a representative organisation for professionally qualified diagnostic assessors of specific learning difficulties (SpLD). In May 2024 they presented a new definition of dyslexia with a view to standardising the assessment criteria. Their definition is as follows:

• “Dyslexia is primarily a set of processing difficulties that affect the acquisition of reading and spelling.
• In dyslexia, some or all aspects of literacy attainment are weak in relation to age, standard teaching and instruction, and level of other attainments.
• Across languages and age groups, difficulties in reading and spelling fluency are a key marker of dyslexia.
• The nature and developmental trajectory of dyslexia depends on multiple genetic and environmental influences.
• Dyslexic difficulties exist on a continuum and can be experienced to various degrees of severity.
• Dyslexia can affect the acquisition of other skills, such as mathematics, reading comprehension or learning another language.
• The most commonly observed cognitive impairment in dyslexia is a difficulty in phonological processing (i.e. in phonological awareness, phonological processing speed or phonological memory). However, phonological difficulties do not fully explain the variability that is observed.
• Working memory, orthographic skills and processing speed problems can contribute to the impact of dyslexia and therefore should be assessed.
• Dyslexia frequently co-occurs with one or more other developmental difficulty, including developmental language disorder, dyscalculia, ADHD, and developmental coordination disorder.”

Dyslexia is a spectrum disorder, with symptoms ranging from mild to extremely severe. It usually runs in families and is a life-long condition that varies from person to person, and no two people will have the same set of strengths and weaknesses. These characteristics can vary from day to day or minute to minute. The most consistent thing about having dyslexia is its uniqueness. Most people with dyslexia will exhibit about 10 of the following traits and behaviours:

General

• Appears bright, highly intelligent, and articulate but unable to read, write or spell at grade level.
• Labelled lazy, stupid, careless, immature, “not trying hard enough” or “behaviour problem”.
• Isn’t “behind enough” or “bad enough” to be helped in the school setting.
• High in IQ, yet may not test well academically; tests well orally, but not written.
• Feels stupid; has poor self-esteem; hides or covers up weaknesses with ingenious compensatory strategies; easily frustrated and emotional about school reading or testing.
• Talented in art, drama, music, sports, mechanics, storytelling, sales, business, designing, building or engineering.
• Seems to “zone out” or daydream often; gets lost easily or loses track of time.
• Difficulty sustaining attention; seems “hyper” or “daydreamer”.
• Learns best through hands-on experience, demonstrations, experimentation, observation and visual aids.

Vision, Reading and Spelling

• Complains of dizziness, headaches or stomach aches while reading.
• Confused by letters, numbers, words, sequences or verbal explanations.
• Reading or writing shows repetitions, additions, transpositions, omissions, substitutions, and reversals in letters, numbers and/or words.
• Complains of feeling or seeing non-existent movement while reading, writing or copying.
• Seems to have difficulty with vision, yet eye exams don’t reveal a problem.
• Extremely keen sighted and observant, or lacks depth perception and peripheral vision.
• Reads and rereads with little comprehension.
• Spells phonetically and inconsistently.

Hearing and Speech

• Has extended hearing; hears things not said or apparent to others; easily distracted by sounds.
• Difficulty putting thoughts into words; speaks in halting phrases; leaves sentences incomplete; stutters under stress; mispronounces long words, or transposes phrases, words and syllables when speaking.

Writing and Motor Skills

• Trouble with writing or copying; pencil grip is unusual; handwriting varies or is illegible.
• Clumsy, uncoordinated, poor at ball or team sports.
• Difficulties with fine and/or gross motor skills and tasks.
• Prone to motion sickness.
• Can be ambidextrous, and often confuses left/right, over/under.

Maths and Time Management

• Has difficulty telling time, managing time, learning sequenced information or tasks, or being on time.
• When doing maths, is dependent on finger counting and other tricks; knows answers but can’t do it on paper.
• Can count but has difficulty counting objects and dealing with money.
• Can do arithmetic but fails word problems; cannot grasp algebra or higher maths.

Memory and Cognition

• Excellent long-term memory for experiences, locations and faces.
• Poor memory for sequences, facts and information that has not been experienced.
• Thinks primarily with images and feeling, not sounds or words (little internal dialogue).

Behaviour, Health, Development and Personality

• Extremely disorderly or compulsively orderly.
• Can be class clown, trouble-maker or too quiet.
• Had unusually early or late developmental stages (talking, crawling, walking, tying shoes).
• Prone to ear infections; sensitive to foods, additives and chemical products.
• Can be an extra deep or light sleeper; bedwetting beyond appropriate age.
• Unusually high or low tolerance for pain.
• Strong sense of justice; emotionally sensitive; strives for perfection.
• Mistakes and symptoms increase dramatically with confusion, time pressure, emotional stress or poor health.

However, a formal diagnostic assessment is the only way to confirm whether or not the difficulties encountered are due to dyslexia.

Current Research Trends

There have been significant advances in research into dyslexia over the last 20 years. Current and recent research on dyslexia is identifying the many factors from neural to societal that are linked to the condition, and these include:

A 2022 study found that children with dyslexia had difficulty discriminating between rapidly presented visual stimuli. Another study found that children with dyslexia had difficulty processing auditory information presented at a rapid rate. These findings indicate that impaired temporal processing may be a key factor in the development of dyslexia.

The phonological theory of dyslexia is one of the most widely accepted explanations for the underlying causes of developmental dyslexia. It asserts that individuals with dyslexia experience difficulty with phonological processing, meaning they struggle to develop the skills needed to break words down into a sequence of phonemes. John Stein’s 2023 research summary, “Theories about Developmental Dyslexia” puts a magnifying glass to this theory and has identified several limitations:

• The phonological theory cannot explain all cases of dyslexia. For example, some children with dyslexia have difficulty with reading but not spelling, or vice versa.
• The phonological theory doesn’t explain why some children with dyslexia have difficulty with aspects of language apart from reading, such as grammar or vocabulary.
• The phonological theory can’t account for the fact that many children with dyslexia also have problems with rapid automatized naming (RAN), which measures how quickly someone can name letters, numbers or pictures.

Each of these points suggests that other factors may be involved in dyslexia besides phonological deficits.

A 2021 study investigated the potential of non-invasive brain stimulation (NIBS) to modulate the reading network in impaired readers and recommended that in future studies, researchers should combine NIBS protocols with neuroimaging to map stimulation-induced changes at a larger network level to increase the current understanding of the neural correlates associated with behavioural modulation.

A 2023 report entitled An Overview on Electrophysiological and Neuroimaging Findings in Dyslexia concluded that advancements in comprehending the neural correlates of dyslexia could bring closer translation from basic to clinical neuroscience and effective rehabilitation for individuals who struggle to read.

The SASC Test Evaluation Committee (STEC) is a key sub-committee of the SpLD Assessment Standards Committee which reviews and pilots tests, produces guidance on the standardisation, reliability, validity, advantages and disadvantages of assessment tests, and consults with publishers, academics and practitioners. Their research and consultation aims to improve the diagnosis of dyslexia and they have recently published a new definition of dyslexia with a view to standardising the assessment criteria as detailed above.

Coventry University funded a project researching Disability, Neurodiversity, and Remote E-working which was supported by the UK Economic and Social Research Council (ESRC), the UK’s largest funder of economic, social, behavioural and human data science. The project found that there is a need for an overarching policy on remote working, which has to be properly and intrinsically inclusive for all. Optimising access and use of remote working practices as well as increasing accessibility and usability of technology should be a priority, and the role of line managers was identified as pivotal to promote inclusiveness.

Cambridge researchers studying cognition, behaviour and the brain have concluded that people with dyslexia are specialised to explore the unknown. This is likely to play a fundamental role in human adaptation to changing environments. They think this ‘explorative bias’ has an evolutionary basis and plays a crucial role in our survival. Based on these findings, which were apparent across multiple domains, from visual processing to memory and at all levels of analysis, the researchers argue that we need to change our perspective of dyslexia as a neurological disorder.

A current research project about dyslexia and learning foreign languages is looking for adults with dyslexia to take part in a confidential interview lasting approximately 45 minutes, about their experiences: past & present; good & bad; education, work & travel. Findings will be used to design a teacher training module to improve teaching practices for French as a foreign language. This video by the researcher introduces the project – https://mediaserver.univ-perp.fr/permalink/v12688b21c0cb6dm7jyb/iframe/

Research developments rely on people giving their time to participate in studies and are crucial to enhancing our understanding of dyslexia’s underlying causes and potential treatments.

Innovations in Diagnosis and Assessment

One of the most significant advances in the UK is the early identification of dyslexia. Many schools now have screening processes in place to identify children with dyslexia, allowing for timely and targeted intervention. This can be crucial in helping students build strong foundations for their education. Official screening is not typically carried out until age 7 but early markers can be identified with the help of a specialist teacher or tutor to ensure that additional support is still provided.

The spectrum nature of the condition highlights the diversity in how individuals are affected, presenting a complex scenario for diagnosis and assessment. Diagnostic assessments for dyslexia are carried out by experienced specialist teachers and psychologists across the UK. More information can be found on the British Dyslexia Association (BDA) Assessment Services page. Recent innovations in diagnosis and assessment include remote assessment which is helping in bridging gaps in provision and enhancing accessibility to diagnosis. 

People with dyslexia will benefit from early identification of literacy difficulties, as they will be able to access appropriate interventions and support, and targeted effective teaching and learning, enabling them to become effective learners, and confident successful individuals.

Educational Interventions and Support

In February 2024, the government published a new framework to support trainee and early career teachers with the aim of ensuring that teachers are better prepared to identify and support children with SEND including dyslexia.

The UK has been at the forefront of adopting assistive technology to support individuals with dyslexia. Text-to-speech software, speech recognition tools, and dyslexia-friendly fonts are just a few examples of how technology has levelled the playing field for students with dyslexia. Individualised Education Plans are now commonplace and these plans outline specific adjustments and strategies tailored to a student’s unique needs, ensuring they have the tools and support required to succeed. Schools are also increasingly embracing inclusive education, ensuring that students with dyslexia receive the support they need within the regular classroom environment. This helps reduce stigmatisation and fosters a sense of belonging.

Dyslexia-friendly resources are also more widely available, such as publishers and content creators are increasingly producing dyslexia-friendly resources, including books with accessible fonts and digital content with features like adjustable font sizes and text-to-speech capabilities. The Royal College of Art in London introduced a dyslexia-friendly font called “Dyslexie” in 2015, designed to improve readability for individuals with dyslexia. This innovative approach has since gained recognition worldwide.

There is evidence that motivation to engage in the learning process can develop despite difficulties with dyslexia when children are given effective meta-cognitive strategies and feedback and encouraged to enjoy the challenge of learning. With early identification, specialised teaching techniques and the availability of assistive technology, students with dyslexia are able to realise their potential and achieve their goals.

Psychosocial Support and Mental Health

Although dyslexia is not an emotional disorder, the frustrating nature of this condition can lead to feelings of anxiety, anger, low self-esteem and depression. For people with literacy difficulties and undiagnosed dyslexia, these feelings can be persistent and do not go away, highlighting the importance of identifying the reasons for these feelings, which can be achieved through a dyslexia assessment. A comprehensive assessment, regardless of whether dyslexia is diagnosed or not, will identify a person’s areas of strength and difficulties and recommend helpful strategies that can be put in place to support the individual.

A dyslexia report can help to demystify the learning difficulties that the person has been experiencing and help them understand the reasons for their struggles. However, it has been noted by many that whilst dyslexia assessment reports are comprehensive and detailed, they are not exactly dyslexia friendly, so support in interpreting the findings can be really important.

Recognising strengths and abilities beyond traditional academic areas is essential for individuals with dyslexia to develop a positive self-concept and to thrive in various aspects of life. Beyond reading and writing challenges, individuals with dyslexia often possess remarkable strengths in areas such as creativity, problem-solving and interpersonal skills. By identifying and celebrating achievements in non-academic areas, such as artistic endeavours, sports or leadership roles, individuals with dyslexia can be supported to develop a sense of competence and pride in their abilities. 

Providing supportive feedback and encouragement is crucial for nurturing the self-esteem and motivation of individuals with dyslexia. Having people around who acknowledge effort and perseverance reinforces the importance of resilience and determination in facing obstacles that dyslexia can pose, and helps to instil a sense of pride and accomplishment in their journey of growth and learning.

Advocacy and Policy Initiatives

In 2023 the government published its Special Educational Needs and Disabilities (SEND) and Alternative Provision (AP) Improvement Plan aiming to improve early identification of needs and intervention and setting out clear expectations for the types of support that should be available, who is responsible for delivering them and from which budget.

The British Dyslexia Association hosts an international research conference, usually every three years, to showcase and disseminate the latest evidence relating to dyslexia and other specific learning difficulties and to provide an opportunity for researchers and practitioners from around the world to meet up. The most recent conference took place in June 2024 at the University of Surrey.

In 2022, the Henry Smith Charity launched a £2.6 million Strategic Grant programme to support 15 organisations providing advocacy services for individuals with learning disabilities including dyslexia and autism across the UK. 

Dyslexia Awareness Week takes place in early October to coincide with World Dyslexia Awareness Day on 10th October. In 2024 Dyslexia Awareness Week runs from 7th to 13th October. This year’s theme is “What’s Your Story?” It has three key messages and one call to action: every story is different, showcasing the diversity of the dyslexic community and highlighting that everyone’s experience of dyslexia is unique.

Inclusive education in schools aims to ensure that all pupils are respected and supported in their learning. This involves celebrating and recognising diversity, providing equal access and opportunities, creating a positive learning environment, learning collaboratively and using resources and staff training to support a diversity of needs. The future of an Inclusive Education policy remains one of hot discussion and review. Organisations such as ALLFIE campaign for the right of all disabled pupils and students to be fully included in mainstream education, training and apprenticeships with all necessary supports.

Future Directions in Treatment and Support

Dyslexia can’t be ‘treated’ or ‘cured’, but many of those affected develop effective strategies for successfully managing its impact and recognising and making good use of the many positive aspects that a dyslexic brain gives them.

The future of dyslexia education and support looks promising, with advancements in understanding, technology and teaching methods. There is a growing recognition of the need for tailored educational strategies that cater to the individual strengths and challenges of each child. There is also a trend towards more inclusive educational practices, where the needs of learners with dyslexia are integrated into mainstream education. This approach not only benefits those with dyslexia but also enriches the learning experience for all students.

The focus on early detection and intervention will likely increase, ensuring that children receive the support they need from a young age. There also appears to be a greater emphasis on training educators in dyslexia-friendly teaching techniques.

Technology will continue to play a significant role, with new tools and apps being developed to aid learners with dyslexia. These technologies can offer personalised learning experiences and greater accessibility to educational resources.

Current advances in neuroscience and technology are making it possible to end dyslexia quickly and with lasting results. Over 20 years, numerous behavioural and neuro-imaging studies have demonstrated that the foundational auditory processing and language skills known to lead to reading failure are highly modifiable and can be brought into the normal range within months using intensive neuroplasticity-based training exercises, disguised as computer games, inside a set of programs developed by Scientific Learning called Fast ForWord, followed by Reading Assistant Plus.

Global Perspectives and Collaborations

The International Dyslexia Association (IDA) has an international network in the following countries:

• South Africa – Bellavista School
• India – Dr. Anjali Morris Education and Health Foundation and Maharashtra Dyslexia Association
• UK – Dyslexia Foundation, UK
• Kenya – Dyslexia Organization, Kenya
• Hong Kong – Pathways Foundation Limited
• Singapore – Dyslexia Association of Singapore

IDA hosts an annual conference connecting a global network of researchers, educators, families and people with dyslexia.

The UN Dyslexia Network is a not-for-profit organisation dedicated to helping students with dyslexia identify their unique strengths and build self-esteem. They incorporate the neuroscience of dyslexia, the best practices of special education, and the power of EdTech to construct enrichment curricula and teacher training programmes for global distribution.

Singapore is recognised for its support for dyslexic learners and was an early mover on the world stage. Their development occurred when Prime Minister Lee Kuan Yew discovered he was dyslexic, and became instrumental in setting up support throughout Singapore. Today Singapore’s support for dyslexia is led by the strong Dyslexia Association of Singapore (DAS). In April 2024, DAS announced a new initiative that extends its intervention services to embrace learners who are underserved because they do not have a formal diagnosis of special educational needs (SEN) such as dyslexia but exhibit similar learning differences. This underscores DAS’s commitment to providing a holistic and inclusive learning environment for all students facing educational challenges.

In the United States of America, most of the responsibilities for action in dyslexia research and support are delegated to individual states. The Federal Individuals with Disabilities in Education Act (IDEA Act) was passed in 1990. Amendments in 2004 include references to dyslexia. The response has been uneven, with four states having no additional legislation and providing no state-wide action or funding. Many universities have in-house programmes to support dyslexic learners and some universities have also been established to exclusively accommodate such learners. 

In Canada, the lack of awareness that surrounds dyslexia means that children across the nation are going undiagnosed, their struggles are often overlooked and they are left to feel ashamed, embarrassed and alone. The term dyslexia is not commonly used in the educational system. It has been removed from legislation, policies, procedures and most teacher training programmes. Dyslexia Canada is the national charity dedicated to ensuring that every child in Canada with dyslexia receives a fair and equitable education. They are advocating for recognition of dyslexia and a universally used science-based, neurobiological definition.

In New Zealand the Dyslexia Foundation of New Zealand (DFNZ) provides a voice for, and services to, New Zealanders with dyslexia as well as to those supporting them. DFNZ has built its reputation on successful advocacy and action and has become the foremost lobby group in this area. DFNZ works nationally and internationally collaborating with researchers, experts and charities.

The history of support for dyslexia in Australia is similar to New Zealand. The main drive to address dyslexia is its impact on the acquisition of literacy skills in children. As such, most support is provided at primary and secondary school level. As is standard for most activities in the Australian government framework, dyslexia related matters are delegated to the individual states. New South Wales is the most user-friendly of the Australian States, with their disability strategy, provision and services referenced on their website. 

Victoria State provides extensive information about dyslexia, both for parents and separate information for teachers. Melbourne University has an extensive best practice guide for its educators written by its own learners who have dyslexia. This is a very student-centred approach for learners to provide advice to staff based on their own experiences. The short guide is comprehensive, including tell-tale signs and guidance for classroom practices, as well as the special talents and skills often demonstrated by people with dyslexia. It serves to regularise dyslexia and bring dyslexic learners into everyday conversation.

Challenges and Opportunities

People with dyslexia do tend to get treated differently and discriminated against in some aspects of the world at large. Most people would agree that this happens far less than in even the very recent past, but these stigmas, stereotypes and inaccurate beliefs do persist in many parts of society. This largely takes the form of misconceptions and myths around ideas of capability and intelligence. These social stigmas, misconceptions and myths can include but are not limited to believing that:

• People with weaker reading skills are unintelligent.
• People with dyslexia are ‘faking it’ for attention.
• People with dyslexia are simply ‘faking it’ out of laziness or to gain access to extra support.
• Dyslexia can be ‘cured’ and people living with dyslexia simply don’t want to ‘get better’.
• Dyslexia means that somebody will never be able to read accurately.
• Dyslexia is ‘caused’ by not reading enough and is a matter of effort.

The effects of these social stigmas, misconceptions and myths can take form in society as peer-to-peer bullying, social media bullying, exclusion from opportunities and the perpetuation of negative stereotypes, which in turn can lead to a reinforcement of the stigma, misconception and myth.

Education and awareness are key to dissipating these false attitudes about dyslexia, and initiatives such as Dyslexia Awareness Week described above and Neurodiversity Celebration Week help to raise awareness of the condition and provide information, resources and support to help promote inclusivity. 

Neurodiversity Celebration Week is a worldwide initiative that challenges stereotypes and misconceptions about neurological differences. It aims to transform how individuals with neurodivergence are perceived and supported by providing schools, universities, organisations and others around the world with the opportunity to recognise the many skills and talents of individuals with neurodivergence, while creating more inclusive and equitable cultures that celebrate differences and empower every individual.

Many charities and associations host events online and in person to raise awareness and promote community engagement such as:

Succeed with Dyslexia who are hosting webinars such as Cracking the literacy code. Language, Learning & Dyslexia 

The British Dyslexia Association are hosting a variety of webinars including Dyslexia Awareness for Workplace – understanding dyslexia (employees) 2024, Understanding Dyslexia and Diagnostic Assessments – All you need to know

Organisations such as the Public Policy Exchange produce and deliver high-quality conferences and interactive seminars which provide an invaluable interface for policy discussion, debate and networking. These events offer local practitioners, civil servants and other stakeholders not only an insight into current policy thinking but also the opportunity to feed into future development across all areas of public policy.

In March 2024, the government committed a £2.6 billion package to improve SEND services between 2022 and 2025.

Conclusion

In this article we have aimed to highlight some of the key recent and current research in the areas of dyslexia and neurodiversity. These studies aim to advance our understanding of dyslexia and related conditions with the ambition to improve assessment, diagnosis, support, resources and outcomes for people with the condition.

• The development of neuroimaging technologies has enabled dyslexia research to make significant advances.
• The publication of a universally agreed definition of dyslexia will aid assessment and diagnosis.
• Advances in artificial intelligence and assistive technologies enable people with dyslexia to compete at all stages of life on a more even playing field.
• The commitment of the UK government to fund improvements in SEND services including education will enable the provision of more and better services and resources to support people with dyslexia.

How dyslexia is recognised by the education system, and by society more generally, has changed over its history, and continues to evolve. Continuous research and awareness raising can only help to support this evolution.