The British Psychological Society’s working definition of developmental dyslexia is:

“Dyslexia is evident when accurate and fluent word reading and/or spelling develops very incompletely or with great difficulty. This focuses on literacy learning at the ‘word level’ (reading
a word with no cues from any context in a sentence, no pictures, etc.) and implies that the problem is severe and persistent despite appropriate learning opportunities. It provides the basis
for a staged process of assessment through teaching.”

This is the definition that is used during a Renfrewshire collaborative dyslexia identification assessment between school and Educational Psychology. A body of evidence is reviewed to holistically consider the child’s abilities in literacy learning.

Below is a presentation that explains Dyslexia and the Dyslexia Assessment Process at Todholm: