The Changing Definition of Dyslexia: Why the 2025 Update Matters

The way we define dyslexia is changing — and it’s a shift worth celebrating. For families, teachers, and professionals across the UK, these changes matter because they shape how children are identified, supported, and ultimately understood.

In 2025, a new definition of dyslexia was introduced. It brings two important changes: a stronger recognition of co-occurrence with other learning differences, and a fresh focus on the underlying processes that cause reading and spelling difficulties.

Understanding Dyslexia: Exploring the New 2025 Definition and Its Impact on Processing Difficulties and Literacy Outcomes.

From Literacy Outcomes to Processing Differences

Before: Dyslexia was often defined by outcomes. A child might be identified as dyslexic if their reading or spelling scores were far below expectations, even after receiving good teaching. The literacy results themselves were the defining evidence.

Now: The 2025 definition shifts the focus to processing. Dyslexia is seen as rooted in underlying differences such as:

• Phonological awareness

• Working memory

• Processing speed

• Orthographic coding

In this view, slow or inaccurate reading and spelling are symptoms of these processing differences — not the starting point.

Why This Shift Matters

This updated approach has clear benefits for families:

• Earlier identification – Processing difficulties can often be spotted before literacy outcomes fall significantly behind, allowing for earlier support.

• Greater accuracy – It helps distinguish dyslexia from other causes of literacy struggles, such as limited English exposure, poor teaching, or emotional barriers.

• Tailored intervention – Support can target the underlying processes, not just surface-level reading and spelling.

For parents seeking a dyslexia assessment in the UK, this means a clearer, more accurate picture of your child’s learning profile.

Recognising Co-occurrence

Another key change is a stronger emphasis on co-occurrence. Dyslexia often overlaps with other learning differences such as ADHD, Developmental Language Disorder (DLD), or dyscalculia.

By acknowledging this, the new definition encourages a more holistic view of a child’s learning profile — not just one label in isolation.

What This Means for Parents

For parents, the updated definition brings reassurance. Assessments are becoming more precise, focused not only on what a child can or cannot do in reading and spelling, but on why.

It means your child’s strengths and challenges can be mapped more clearly, and the right kind of support can be put in place sooner.

If you are noticing signs of reading or spelling difficulties and are considering a specialist teacher-led dyslexia assessment online, understanding this new definition can help you make an informed choice about next steps.

How Clarity Assessment for Learning Can Help

At Clarity Assessment for Learning, I provide calm, professional educational assessments for children across the UK. By exploring underlying processing skills, I help families gain clarity about their child’s learning profile and identify meaningful next steps.

I work both online and in person, offering the same structured, supportive approach wherever you are based.

If you’d like to learn more about my online dyslexia assessments for children in the UK, please get in touch