A guide for parents
What is dyslexia?
Dyslexia is a learning difference. It mainly makes it hard to read and spell words correctly and smoothly. It is common, and it is nobody’s fault.
Dyslexia at a glance
- A common learning difference that mainly affects reading and spelling.
- It has nothing to do with intelligence.
- It often runs in families and is lifelong, but skills can grow with the right teaching.
- Support helps at any age, and starting early helps most.
4–8%
of school-age children in Malaysia are estimated to have dyslexia.
That is about 1 or 2 children in a class of 25.
In simple words
When we read, the brain links letters to the sounds they make, then blends those sounds into words. For people with dyslexia, this link can take more effort to build.
That is why reading may feel slow, and spelling may seem to change from day to day. With clear, structured teaching, these skills can grow.
What dyslexia is not
Not a measure of intelligence
Learners with dyslexia have the full range of abilities, like everyone else.
Not laziness
Reading may take much more effort. Struggling is not the same as not trying.
Not a lack of effort
Many learners work very hard. They need teaching that suits how they learn.
Not a barrier to learning
With the right support, children can learn successfully and enjoy it.
Types of dyslexia
Dyslexia shows up in different ways. The types below describe common patterns. They are not separate diagnoses, and many children have more than one.
Phonological dyslexia
Trouble linking letters to their sounds, so sounding out words is hard. This is the most common type.
Surface dyslexia
Trouble recognising whole words by sight, so reading is slow.
Rapid naming
Trouble naming letters, numbers or colours quickly.
Double deficit
Trouble with both sounds and quick naming.
Dyslexia and maths
- Dyslexia can make maths harder too. Word problems, times tables and keeping numbers in order can all be difficult.
- Dyscalculia is a separate difficulty with understanding numbers. It can happen together with dyslexia.
Knowing which skills are hardest helps teachers choose the right support. Only a qualified professional can assess a child.
Sources: International Dyslexia Association, definition of dyslexia (2025); Wolf and Bowers (1999), Journal of Educational Psychology; joint statement by the American Academy of Pediatrics and the American Academy of Ophthalmology on learning disabilities, dyslexia and vision (2009).
Every learner is different
Dyslexia can look different from one person to another. Some learners find reading hardest. Others find spelling or writing harder. For some, the difficulties are mild. For others, they are greater. Support works best when it is matched to the person.
Strengths
Strengths some learners show
Some people with dyslexia show strengths such as these. Every person is different, so not everyone will have all of them.
Creative thinking
Coming up with original ideas and new ways of seeing things.
Visual-spatial reasoning
Picturing shapes, spaces and how things fit together.
Problem-solving
Finding practical, hands-on ways around a challenge.
Big-picture thinking
Seeing patterns and connections across a whole topic.
Challenges
Common learning challenges
These are some of the difficulties a learner with dyslexia may have. The examples show how they might appear at home or at school.
Word recognitionRecognising familiar words quickly and accurately.For example
Reading a word on one page, then finding it hard on the next.
Phonics and decodingLinking letters to sounds and blending them into words.For example
Saying “c – a – t” but finding it hard to blend the sounds into “cat”.
Spelling patternsRemembering how sounds are written and which patterns to use.For example
Spelling the same word in different ways in one piece of writing.
Writing fluencyGetting ideas onto paper at a steady pace.For example
Telling a great story aloud, but writing only a sentence or two.
Sentence constructionOrdering words and using punctuation to build clear sentences.For example
Leaving out small words, or finding full stops and capital letters confusing.
Working memory and processingHolding and using information for a short time. Some learners find this harder.For example
Losing track when several instructions are given at once.
Support
How the right support helps
Research and classroom experience show that these approaches help many learners with dyslexia.
Clear, structured teaching
Reading and spelling skills are taught clearly and directly, step by step.
Multi-sensory activities
Learning through sight, sound, speech, movement and touch at the same time.
Sequential learning
Simple skills come first. Each new step builds on what the learner already knows.
Guided practice and repetition
Plenty of supported practice, so skills become more automatic.
Each learner’s own pace
Moving on when the learner is ready, not just when the timetable says so.
Encouragement
Noticing effort and progress helps learners feel capable and keep going.
The right support can help learners build skills and confidence. Every learner progresses in their own way and at their own pace.
This page offers general educational information. It is not a diagnosis or medical advice.
See how we put this into practice
Our five enrichment programmes use structured, multi-sensory teaching in reading, spelling, writing, fine motor skills and mathematics.