Some estimates suggest that dyslexia affects 1 in 10 people.
Early signs of dyslexia in children or diagnosed dyslexia in teenagers and adults are often associated with difficulty in learning to spell and read. The profile of dyslexia, however, is far more complex than that according to assessments; whilst abilities differ between individuals, there is a tendency for common strengths in creative thinking, problem-solving and communication skills.
Unfortunately, in most UK schools there is limited knowledge of dyslexic abilities. This fact, together with traditional approaches to teaching and examinations, often restricts dyslexic individuals from reaching their full potential. Indeed, many successful dyslexic people, such as Richard Branson, have said they had to leave education before they could become successful. We now need to begin to view dyslexia as a valuable way of thinking, rather than merely focusing on the challenges it brings.
Whilst dyslexic individuals have differing abilities, common strengths tend to be seen in creative thinking, problem-solving and communication skills. The main challenges usually arise with spelling, reading and memorising facts. Generally, a dyslexic cognitive profile will be uneven when compared to a neuron-typical cognitive profile. This means that dyslexic individuals really do think differently.