• Dyslexia is 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 fluency and spelling are a key marker of dyslexia.
• Dyslexic difficulties exist on a continuum and can be experienced to various degrees of severity.
• The nature and developmental trajectory of dyslexia depends on multiple genetic and environmental influences.
• 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, processing speed and orthographic skills can contribute to the impact of dyslexia.
• Dyslexia frequently co-occurs with one or more other developmental difficulties, including developmental language disorder, dyscalculia, ADHD, and developmental coordination disorder.

Caroll, J. M., Holden, C., Kirby, P., Thompson, P. A. Snowling, M.J., & Dyslexia Delphi Panel (2025) Towards a Consensus on Dyslexia: findings of a Delphi Study. Journal of Child Psychology and Psychiatry, 0(0). 1-12.