Pupils with dyslexia or literacy difficulties

Contact your school if you think your child may have dyslexia.

How we identify dyslexia

We follow a staged process to identify dyslexia.

If the class teacher or parent or carer suspects dyslexia, we support the pupil in class and monitor their progress.

If the pupil doesn’t make the expected progress, the teacher will consult with the Support for Learning teacher. They put further support in place and the Support for Learning teacher begins their assessment.

Our definition of dyslexia

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’ and implies that the problem is severe and persistent despite appropriate learning opportunities.


Dyslexia can bring with it difficulties with

  • reading comprehension
  • understanding sounds in language
  • short-term and working memory
  • organisational and motor skills
  • managing emotions and behaviour.

Our support

To support pupils our schools use

  • our guidelines 'Literacy and dyslexia: identifying and meeting needs'
  • The Addressing Dyslexia Toolkit – a resource funded by the Scottish Government and managed by Dyslexia Scotland.