Discover the latest UK dyslexia research.
From new definitions to AI support tools, learn how breakthroughs in 2024-2025 are changing support for millions.
The landscape of dyslexia research and support in the UK changed greatly in 2024-2025. New studies have shifted what we know about this learning difference, which affects about 10% of people in the UK. From a new global definition to advanced AI tools, recent discoveries are creating new ways to identify, help, and support millions of people with dyslexia.
After more than a century of debate, 71 international experts from top universities like Birmingham, King’s College London, and Oxford have agreed on a new definition of dyslexia. Published in the Journal of Child Psychology and Psychiatry in February 2025, this is the biggest step forward since the Rose Review in 2009.
The new definition calls dyslexia “a set of processing difficulties affecting reading and spelling that exists on a severity continuum.” Importantly, this view is broader than just phonological (speech sound) challenges. It also includes working memory, processing speed, and recognising letter patterns.
Professor Julia Carroll from Birmingham, who led the research, explained why this matters: “By not having a universal process to identify and support people with dyslexia, we are letting down so many of our children and young people.” She argued that to improve SEND (Special Educational Needs and Disabilities) support, the government should update the definition and process for assessing dyslexia.
The experts also suggested a clear, standardised four-stage assessment process. This would replace the current system, where support can vary dramatically depending on where a child lives. A single, shared process for identifying dyslexia would help more people get the help they need, no matter their location.
Researchers have found important genetic links between dyslexia and ADHD. A study by the University of Edinburgh identified 49 genetic regions and 174 genes shared by both conditions. Using data from over a million people, they found ADHD is connected to issues with attention and learning, not just other neurodevelopmental differences.
Brain scans have deepened our understanding. Data from more than 30,000 UK adults showed that people with a genetic tendency toward dyslexia often have smaller volumes in brain areas for movement and speech processing, and larger volumes in the visual cortex. This suggests many brain networks are involved, not just a single area.
One brain pathway, the internal capsule, had strong links with dyslexia, educational achievement, intelligence, and ADHD. This shows that different cognitive abilities and learning differences are closely connected.
New scanning techniques like fMRI can also show how the dyslexic brain changes with learning. Studies have found that intensive intervention can “normalize” brain patterns in dyslexic children in as little as two months. This offers hope that, with the right support, differences in the dyslexic brain can be reduced or even reversed.
Artificial intelligence (AI) and virtual reality (VR) are changing the way dyslexia is diagnosed and supported. The VRAIlexia project is leading the way. Their AI models can predict the best support and learning strategies for individual students with about 90% accuracy.
How does it work? A mobile VR app runs psychometric tests in virtual worlds—from busy classrooms to quiet forests. While students read and take tests, the AI learns from the results and recommends support based on each child’s needs.
This is especially important for students in higher education, where resources are often more limited. With only 2% of dyslexic university students graduating (as per this Swedish study), these new tools could make a real difference.
Machine learning—the process of computers predicting outcomes from large amounts of data—is also helping match students with the right support. AI systems now classify and rank the usefulness of 17 different support tools and 22 learning strategies according to each student’s needs.
There is strong evidence that multisensory teaching methods work well for people with dyslexia. Recent research with English Language Learners showed that these methods greatly improved reading fluency and understanding compared to traditional approaches.
In fact, there was a highly significant positive correlation (r = 0.65, p<0.001) between better reading skills and positive attitudes towards multisensory learning. This means students not only learn more, but also enjoy learning more using these methods.
The key elements of multisensory teaching include:
The British Dyslexia Association made multisensory learning a core part of their 2024 Dyslexia Awareness Week. They highlight that using more than one sense at a time makes neural pathways stronger and helps learners connect how words look and sound.
Dyslexia often overlaps with other learning differences, most commonly maths difficulties. Around 43% of children with dyslexia also have trouble with maths.
The comorbidity rate between dyslexia and dyscalculia (a severe maths learning difficulty) is about 7.6%, which is higher than you’d expect by chance. Experts describe three main ways these overlaps can happen:
Research suggests that visuospatial working memory is especially important for children who struggle with both reading and maths. Knowing this can help create better, more focused interventions.
Policymakers in the UK are beginning to act. The new Dyslexia Screening and Teacher Training Bill is moving through Parliament. If this bill passes, it will bring:
But there are still big hurdles. The British Dyslexia Association’s “Mind the Gap” report paints a worrying picture: Only 21.6% of students with dyslexia earn a Grade 5 or higher in English and Maths GCSEs, compared with 51.9% of students without SEND. Worse, this gap hasn’t changed much in ten years.
In March 2025, the Curriculum and Assessment Review suggested sweeping reforms: required dyslexia training in teacher education, more flexible teaching methods, and removing unnecessary spelling and grammar marks for GCSEs, unless in English language exams.
Professional development is growing, too. Dyslexia Scotland’s training, delivered with Education Scotland, has improved confidence among 52 teachers since 2020, and they report better experiences for students and colleagues alike.
The emotional toll of dyslexia is becoming clear. Research now shows that 63% of children with dyslexia have a negative self-image and 60% suffer from low self-esteem.
Children and young people with dyslexia face higher rates of mental health problems like depression and anxiety. They are also more likely to be bullied, and the stigma leads many to harshly judge themselves.
When dyslexia is not discovered early (before Year 3), children are 75% more likely to have trouble with reading and writing in secondary school. This can deepen feelings of doubt and low confidence.
On the other hand, the evidence also shows that the right support, offered early, boosts results and mental health. Students who get accommodations and understanding in school report greater self-confidence and positivity.
The major discoveries from 2024-2025 reveal both big challenges and rare opportunities. The unified definition of dyslexia, genetic research, and new VR and AI tools all offer the chance for real improvement. Multisensory teaching methods, already proven, give a blueprint for better outcomes.
But we must not overlook the work ahead. With 80% of students with dyslexia leaving school undiagnosed and just 4% of UK schools screening for it, big system changes are needed. Planned policy changes, new technology, and research together could transform identification, treatment, and support in the coming decade.
Researchers and advocates have a clear message: dyslexia is not a limitation. It’s a different way of processing that needs understanding and the right support. As Professor Carroll put it, “Dyslexia is a complex learning disorder that can look different from person to person. It can have lasting impacts on education and then on working life if not identified and addressed properly.”
Thanks to new discoveries, we now have the science and tools needed to build a society where people with dyslexia receive support, encouragement, and chances to thrive. The real question is: Will our leaders and educators use this moment to change the lives of millions touched by dyslexia?
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