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Dyslexia Scotland: Parents and Carers Support

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Dyslexia Scotland: Parents and Carers Support

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Finding out your child is dyslexic can be daunting. We're here to support you with your challenges - and theirs.

A place to start

If you think your child could be dyslexic, our leaflets will give you an introduction to dyslexia, such as support at school, things you can do at home and explaining dyslexia to children. You can contact our Helpline with any questions or for some advice.

This video gives answers to common questions parents and carers have about dyslexia.

Your questions answered by a panel of experts

Our Branch network

Dyslexia Scotland's volunteer-led Branches aim to raise awareness and understanding of dyslexia by holding meetings which are open to the public. Anyone with an interest in dyslexia is very welcome to attend - people with dyslexia, parents, professionals and more. Visit the Branch page to find your nearest meeting.

Parent Masterclasses

Dyslexia Scotland runs Parent Masterclasses to equip you with the skills, knowledge and confidence you need to help your child thrive. Visit our Events page for dates and details of other events or take our online Parent Masterclass course.

Career guidance

We made a book for parents to support their dyslexic child's career journey. With a focus on strength awareness, lots of the activities are suitable for any age. Download Dyslexic Career Journeys to use with your child.

Additional Support for Learning Act

The Additional Support for Learning Act outlines how teachers and other professionals should support the needs of children and young people. The key principles focus on inclusion and partnership working between professionals and with parents, children and young people. The Scottish Government website has information about the Act and the revised Code of Practice.

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If you think your child could be dyslexic, our leaflets will give you an introduction to dyslexia, such as support at school, things you can do at home and explaining dyslexia to children. You can contact our Helpline with any questions or for some advice.

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Dyslexia Unwrapped: Support for Young People

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Dyslexia Unwrapped: Support for Young People

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Dyslexia Scotland has a confidential dyslexia Helpline.

Contact us Monday-Thursday 10.00-4.30, Friday 10.00-4.00 on 0344 800 8484 or helpline@dyslexiascotland.org.uk

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Dyslexia doesn't need to hold anyone back...

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Dyslexia doesn't need to hold anyone back...

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Scottish working definition of dyslexia

Dyslexia can be described as a continuum of difficulties in learning to read, write and/or spell, which persist despite the provision of appropriate learning opportunities. These difficulties often do not reflect an individual’s cognitive abilities and may not be typical of performance in other areas.

The impact of dyslexia as a barrier to learning varies in degree according to the learning, teaching and working environment, as there are often associated difficulties such as:

auditory and/or visual processing of language-based information

phonological processing – awareness, processing speed and or memory

oral language skills and reading fluency

short-term and working memory

sequencing and directionality

number skills

organisational ability

Motor skills and co-ordination may also be affected.

Dyslexia exists in all cultures and across the range of abilities and socio-economic backgrounds.

It is hereditary, life-long and neurodevelopmental and it can impact on wellbeing. Unidentified, dyslexia is likely to result in low self-esteem, high stress, atypical behaviour, and low achievement.

Learners with dyslexia will benefit from early identification, inclusive ethos, approaches and environments, appropriate intervention and support.

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A charity led by dyslexic people. The site had resources for parents/carers and young people.

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Research highlights that dyslexia is not only associated with challenges in reading and writing, but also with distinct cognitive strengths. These strengths often arise from differences in how dyslexic brains process information — emphasising big-picture thinking, creativity, and problem solving.

The Eides describe four main areas of advantage, known as the “MIND” strengths:

1. M – Material Reasoning
Strong ability to think in 3D, visualise, and manipulate objects mentally. This supports skills in design, engineering, construction, and the visual arts.

2. I – Interconnected Reasoning
Exceptional capacity to see patterns and make connections between seemingly unrelated ideas. This aids innovative thinking and insight across disciplines.

3. N – Narrative Reasoning
Strength in remembering information as stories or experiences rather than isolated facts. This supports communication, empathy, and storytelling.

4. D – Dynamic Reasoning
Ability to imagine how things change over time — understanding processes, predicting outcomes, and thinking strategically about the future.

In summary

Dyslexic thinkers often excel in:

Big-picture and strategic thinking

Creativity and innovation

Empathy and social insight

Visual-spatial reasoning and hands-on problem solving

These strengths mean that, when supported appropriately, dyslexic learners can thrive in fields such as design, entrepreneurship, science, technology, and the arts — contributing unique perspectives and inventive solutions.

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Official Trailer for The Dyslexic Advantage Movie

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Dyslexic brains work differently to non-dyslexic brains. It is a language-based learning difference.
Someone with dyslexia can have difficulties with:

Working memory: recalling sequences or sounds of words, instructions given orally or holding a string of information in their mind, for example keeping a PIN number in their mind long enough to type it.

Processing speed: sometimes called ‘rapid naming’ – challenges in quickly naming familiar items or symbols, such as letters, numbers, colours or objects.

Working memory and processing speed form the essential foundation for reading and spelling, which is why people with dyslexia struggle to learn these skills.

Something called ‘phonological awareness’:

Phonological awareness is important because it helps people understand how words are made up of sounds – which is a key step in learning to read and spell. For example, someone with dyslexia can have difficulty:

knowing that ‘cat’ has three sounds: c-a-t

being able to say what word you get if you take the ‘s’ off off ‘stop’ (you get ‘top’)

rhyming words like ’cow’ and ‘now’

understanding the difference between similar sounding words, like ‘have’ and ‘half’

blending sounds together to make words.

Dyslexia is life-long, rather than temporary, is largely genetic (runs in families), and commonly co-occurs with other neurodivergences, for example ADHD, dyscalculia or Developmental Language Disorder (DLD).

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Myth 1: Dyslexia is about seeing letters backwards.
Fact: Dyslexia is not a visual problem — it’s a difference in how the brain processes language and sounds. Letter reversals (like b/d) are common in early literacy for many children, not just those with dyslexia.

Myth 2: Dyslexia only affects reading.
Fact: Dyslexia can impact reading, spelling, writing, memory, and organisation. It often affects how information is processed, stored, and recalled — not just decoding words.

Myth 3: People with dyslexia are less intelligent.
Fact: Dyslexia occurs across all levels of intelligence. Many individuals with dyslexia are highly intelligent and creative — they simply learn differently.

Myth 4: Dyslexia can be outgrown.
Fact: Dyslexia is a lifelong difference, not something that is “cured.” However, with early identification and effective support, people can learn strategies to read, write, and learn successfully.

Myth 5: Dyslexia is caused by poor teaching.
Fact: Dyslexia is neurobiological — it’s not caused by lack of effort, motivation, or instruction. Quality teaching helps, but dyslexia is rooted in how the brain processes language.

Myth 6: You need a formal diagnosis to get help.
Fact: Especially in Scotland, support can (and should) begin as soon as concerns are identified. A formal identification can help understanding, but it isn’t a prerequisite for support.

Myth 7: Dyslexia is rare.
Fact: Dyslexia is one of the most common specific learning differences — affecting around 1 in 10 people to varying degrees.

Myth 8: Dyslexia affects boys more than girls.
Fact: Dyslexia occurs equally in boys and girls. Boys are sometimes identified more often because they may show more outward signs of frustration in school.

Myth 9: Technology gives dyslexic learners an unfair advantage.
Fact: Assistive technology (like text-to-speech or speech-to-text tools) levels the playing field, allowing dyslexic learners to demonstrate their knowledge without being held back by reading or writing barriers.

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Dyslexia can affect self-esteem and confidence.

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For Parents

1. The Dyslexia Advantage – Brock L. Eide & Fernette F. Eide
A highly regarded book that explains the unique strengths and thinking styles of people with dyslexia.

2. Overcoming Dyslexia (2nd Edition) – Sally Shaywitz, M.D.
A clear, research-based guide to understanding dyslexia, with practical advice on identification and support.

3. The Illustrated Guide to Dyslexia and Its Amazing People – Kate Power & Kathy Iwanczak Forsyth
A friendly, visual overview that celebrates dyslexic strengths and offers practical strategies for home and school.

4. Parenting a Dyslexic Child – Nicola Brunswick
Offers insight into supporting emotional wellbeing, learning confidence, and effective advocacy for your child.

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Dyslexic brains work differently to non-dyslexic brains. It is a language-based learning difference.

Someone with dyslexia can have difficulties with:

Working memory: recalling sequences or sounds of words, instructions given orally or holding a string of information in their mind, for example keeping a PIN number in their mind long enough to type it.

Processing speed: sometimes called ‘rapid naming’ – challenges in quickly naming familiar items or symbols, such as letters, numbers, colours or objects.

Working memory and processing speed form the essential foundation for reading and spelling, which is why people with dyslexia struggle to learn these skills.

Something called ‘phonological awareness’:

Phonological awareness is important because it helps people understand how words are made up of sounds – which is a key step in learning to read and spell. For example, someone with dyslexia can have difficulty:

knowing that ‘cat’ has three sounds: c-a-t

being able to say what word you get if you take the ‘s’ off off ‘stop’ (you get ‘top’)

rhyming words like ’cow’ and ‘now’

understanding the difference between similar sounding words, like ‘have’ and ‘half’

blending sounds together to make words.

Dyslexia is life-long, rather than temporary, is largely genetic (runs in families), and commonly co-occurs with other neurodivergences, for example ADHD, dyscalculia or Developmental Language Disorder (DLD).

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Madras College Contextual Assessment Pathway Flow Chart Overview

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Madras College Contextual Assessment Pathway Flow Chart Overview

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Previously known as Meares Irlen Syndrome, this is a sensitivity to light, pattern and flicker which can result in distortions of the text and the illusion of the print moving or blurring. The symptoms of visual stress are more commonly noted in people who struggle to read, for example they are less efficient at skim reading or spend longer looking at individual components of written words. Lighting can exacerbate visual stress, for example fluorescent lighting can make it worse.

Visual stress is not an indicator of dyslexia, but does commonly co-occur.

If your child has visual stress symptoms, using colour overlays can help.

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Visual Stress has been known by many other names. Scotopic sensitivity syndrome, Meares- syndrome, Irlen syndrome, Visual Dyslexia, word crowding and Asfedia. Visual Stress is commonly defined as a perceptual processing disorder. This suggests that Visual Stress is not an optical problem, but a problem relating to perceptual processing. This suggests that the visual cortex of brain is unable to properly process visual information from the eyes because of sensitivity to certain wavelengths of light.
I have heard that Visual Stress doesn't exist. Why is that?
Visual Stress remains an area of contention. Whilst it was first described in the early 1980s, there is a lack of evidence that the condition actually exists. A number of research studies* have investigated Visual Stress and have concluded that there is a lack of evidence that Visual Stress exists. They have also not found proof that treatments, such as Irlen lenses, are effective in helping people with reading difficulties.

Despite this research, anecdotal comments from many people with light sensitivity is that they experience symptoms consistent with Visual Stress and that using coloured overlays or glasses is effective in overcoming their difficulties.

* https://ranzco.edu/news/no-scientific-evidence-that-irlen-syndrome-exists-say-ophthalmologists/#:~:text=The%20Royal%20Australian%20and%20New,help%20those%20with%20reading%20difficulties.

* http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0004-282X2019000300194
So is Visual Stress a learning or a reading difficulty like dyslexia?
Visual stress is not a learning or reading difficulty. However it can affect the way people 'see' words on the page and it can cause physical symptoms that make it difficult to read for long periods or affect a person's ability to focus and concentrate on what they are reading.
What are the symptoms of Visual Stress?
The symptoms of Visual Stress are said to include poor concentration; difficulties with reading, writing and comprehension; glare sensitivity and poor depth perception. This can not only affect reading, but can result in a poor judge of distance and cause driving difficulties. In addition, light sensitivity can lead to eye strain may result from reading and people may develop headaches or migraines from certain visual patterns. This can result in a slow reading speed, low comprehension and visual fatigue.

Visual Stress is said to be exacerbated by environmental factors such as lighting, brightness, glare, high contrast, patterns and colours.
Who is at risk of getting Visual Stress and how can it be treated?
People of all ages report having Visual Stress. It also tends to run in families. Whilst there is not a treatment to 'cure' Visual Stress, with help, it can be overcome.
What can be done to help?
As this problem is perceptual, rather than visual, standard prescription glasses cannot help. Many people who complain of visual stress have found a specialist coloured reading ruler or overlay placed over the page can reduce glare. Likewise, when using a PC, programmes / digital downloads such as nOverlay, Tinted Windows, can easily filter the screen colour.

Lenses help to filtrate the light-waves entering the brain, and therefore it does not have to work as hard, so it calms. This can alleviate many of the symptoms, if not all, in some cases. Filters help to make reading easier, faster, for longer whilst feeling less tired and understanding more of what they have read.

It is important to note that different people prefer different colours. An Irlen diagnostician will be able to help to find the right colour. They will also be able to recommend providers of coloured glasses or contact lenses. They should be reassessed on a yearly basis or when the symptoms seem to be returning, especially during adolescence when the brain is constantly changing, and this can continue into adulthood.
What else can help?

Allow students to sit near a window for natural light.

Provide short breaks during lessons which heavily focus on reading and writing.

Allowing students to work on coloured paper.

Changing the background of Presentations to a more calming colour, such as pale blue or green.

When reading in class, tell them slightly in advance the passage/section they will be reading- this allows them to prepare.

Encouragement and positive feedback, offer to demonstrate corrections.

Ask if they require a bookstand or slides from Presentations to be printed (they can put it at an angle to benefit them).

Allow them to make notes to help them recall information/instructions, or make visible to the student.

Who can test to see if I have Visual Stress?
Until recently it was possible for Visual Stress to be screened, assessed and diagnosed as part of a dyslexia assessment. This process involved trialling different coloured overlays (or combination of overlays) and seeing it the child (or adult) is reports a preference when reading.

However, since 2018, dyslexia assessors have been advised not to screen or assess for any visual need. This is because SpLD assessors are not qualified optometrists. There were instances where they were incorrectly diagnosing Visual Stress or other visual difficulties without appropriate knowledge and training.

If you are concerned that you may have Visual Stress you firstly should have a thorough test with an optometrist. This will rule out any possible underlying conditions that may have caused problems similar to visual stress.

The second stage is a referral is made to an Irlen diagnostician who will assess Visual Stress using spectral filters. If diagnosed, they will be able to recommend the specific colour to help the individual.
- More information about the dyslexia and visual issues can be found at - For information on the common traits of dyslexia go to: https://www.dyslexiauk.co.uk/the-common-traits-of-dyslexia/ https://dyslexiauk.co.uk/dyslexia-blog/f/i-see-%E2%80%93-dyslexia-and-vision
- To discuss your concerns with a dyslexia assessor, please click here https://dyslexiauk.co.uk/contact-us

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Visual Stress / Irlens Syndrome | Dyslexia UK

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What is Visual Stress? Visual Stress has been known by many other names. Scotopic sensitivity syndrome, Meares- syndrome, Irlen syndrome, Visual Dyslexia, word crowding and Asfedia. Visual Stress is commonly defined as a perceptual processing disorder. This suggests that Visual Stress is not an optical problem, but a problem relating to perceptual processing.

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In Scotland, young people do not need a formal identification of dyslexia to receive support or assessment arrangements. Please be reassured that your child does not have to wait for help to be put in place. As soon as any concerns are raised, a Summary of Support will be created to outline areas of difficulty and explore effective support strategies.

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You’re So Clever, I Bet You’re Dyslexic – Ben Foss
Written by a successful entrepreneur with dyslexia, this is an empowering book that encourages pride and self-advocacy.

Fish in a Tree – Lynda Mullaly Hunt (Ages 9–13)
A touching novel about a girl who learns to see her differences as strengths, perfect for upper primary and early secondary pupils.

Dyslexia Is My Superpower (Most of the Time) – Margaret Rooke
Real stories and advice from young people with dyslexia — empowering, funny, and very relatable.

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Education Scotland is a Scottish Government executive agency responsible for supporting quality and improvement in Scottish education.

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Scottish Working Definition of Dyscalculia 2022 Dyscalculia is a neurodevelopmental learning difference which can co-occur with a range of other specific learning needs.

Dyscalculia can be described as a specific difficulty in understanding number and number processes which persists despite the provision of appropriate learning opportunities.

It is distinguishable from other challenges associated with numeracy and mathematics due to the: 

- Persistent inability to understand and or retrieve numerical facts from memory 

- Use of underdeveloped procedures and processes  Severity of difficulties with number sense.

Associated difficulties can include: 

- Subitising - immediately recognising quantity without counting 

- Estimating 

- Ordering, sequencing and directionality 

- Recognising and understanding number symbols 

- How numbers and amounts relate to each other in their representation 

- Learning and recalling basic maths facts and processes  - Applying number skills to solve problems 

- Everyday tasks involving number e.g. money, time 

- Short-term and working memory.

These difficulties often do not reflect an individual's cognitive abilities. They may not be typical of performance in other areas and cannot be attributed to other factors, for example gaps in learning, developmental, genetic and neurodevelopmental differences which include autism, dyslexia and attention difficulties.

The impact of dyscalculia as a barrier to learning varies according to the learning and teaching environment. Dyscalculia exists in all cultures and across the range of abilities and socio-economic backgrounds. Learners with dyscalculia can continue to make progress in mathematics but may do so at a different pace. Dyscalculia is likely to be a genetic, life-long, neurodevelopmental difference.

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Maths is a hierarchical subject where topics are revisited at a more and more complex level. Therefore, if early concepts have not been understood, this will impact on later learning.

In early learning, children should not just be taught the digit symbol and the name but also form an internal visual representation of that number, in other words 'see' the number as a dice pattern or numicon tile. This helps establish a good understanding of the relationship between the name of the number, the symbol and its magnitude or size. Children then need to develop flexibility of number and know how numbers are made up, for example, 6 can be 4 + 2, double 3, 5 + 1, 7 - 1. This is equivalent to being able to match letters to sounds in learning to read.

Thereafter all concepts need to be modelled using concrete materials such as Cuisenaire rods, dice patterns, Dienes apparatus and similar.

The main cause of failure in maths is when the symbols have no meaning and children are taught in a procedural way, not understanding what they are doing and therefore not being able to remember the procedure or having the confidence to look for different ways to solve the problems.

We also need to be careful to use maths language correctly and ensure that its meaning is understood.
Good sources of information

Emerson, J. & Babtie, P. (2015) Understanding Dyscalculia and Numeracy Difficulties. London: Jessica Kingsley

Hornigold, J. (2015) Dyscalculia Pocket Book. Winchester: Teacher's Pocket Books

Hornigold, J. (2017) Understanding Learning Difficulties in Maths: Dyscalculia, Dyslexia or Dyspraxia. London: McGraw-Hill

Ronit Bird - Workbooks and ebooks

Moorcraft Paul (2014) It Just Doesn't Add up. St Albans: Tarquin

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How can I support a learner with dyscalculia? - British Dyslexia Association

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Maths is a hierarchical subject where topics are revisited at a more and more complex level. Therefore, if early concepts have not been understood, this...