The word `dyslexia' comes from dys meaning `trouble with' and lex meaning `words'. Dyslexia is a neurocognitive deficit which can make it extremely difficult to learn to read and spell. Research confirms slight differences in brain structure contributing to dyslexia.

Dyslexia is independent of intelligence, with the significant processing weaknesses affecting individuals across the range of ability. Those who are most likely to be identified are bright and capable in other intellectual domains, while the slower learners who achieve significantly below their potential are less readily identified.

The British Dyslexia Association estimates that 10% of all children are handicapped to some degree by dyslexia, 4% of them severely.

Current research indicates that the vast majority of children with dyslexia have difficulty working with sounds (phonological weaknesses) and do not easily learn to decode or spell. Unless they are taught with a highly structured, multisensory, phonetical approach, they may never progress beyond the few hundreds they can remember as units.

Research continues to support the existence of a sub-group with dyslexia arising from weaknesses in visual processing. They respond best to a phonetic approach to reading and spelling.

The pattern of weaknesses that causes dyslexia in each child may contribute to difficulties in other related areas including, but not limited to handwriting, organisational skills, arithmetic, memory for words.

Dyslexia runs in families. A child is 17 times more likely to have dyslexia if either parent is affected.

Dyslexia affects girls and boys equally but boys tend to be more seriously affected.