Around one in ten people are dyslexic, but it remains an often misunderstood learning difference in mainstream settings. Although often framed simply as a ‘reading difficulty’, modern research shows that dyslexia is a much more complex condition, best described as a continuum of literacy-related differences.
Importantly, dyslexia can frequently co-occur with one or more other developmental differences, including Developmental Language Disorder (DLD), dyscalculia, and ADHD.
These combinations can make accurate diagnosis tricky, and also affects the kind of support a learner needs to flourish. A child with learning differences associated with dyslexia and ADHD, for example, may need a very different classroom environment than a child with a diagnosis of both dyspraxia and dyslexia. This is why a one-size-fits-all approach to educational support for dyslexic learners is likely to fall short, and why a more holistic view of a child’s unique learning profile is essential for supporting them to thrive in and outside of the classroom.
Understanding how co-occurring learning differences overlap and interact is a crucial step in designing interventions that genuinely meet students’ needs. In educational settings, support offered to dyslexic learners often revolve around accommodations like extra time on tests, use of a reader or scribe, and phonics-based interventions. While these might be necessary adjustments, they are unlikely to be enough to support students navigating multiple learning differences.
ADHD and dyslexia
ADHD and dyslexia commonly appear together. They share some genetic and cognitive features, especially around attention, executive skills, and processing speed. When both are present, a person may not only find decoding difficult but also struggle to stay focused, organise their work, and keep up with the demands of reading and learning.
- Try this: Break down reading tasks into smaller chunks or sections, and introduce quick, focused tasks after each section to ensure understanding. For example, after each paragraph, the student could summarise the main idea in one sentence or highlight key vocabulary. This structured approach reduces the demand for sustained attention, while helping consolidate the meaning of the difficult text.
Developmental Language Disorder (DLD) and dyslexia
Dyslexia can overlap with broader language difficulties. Dyslexia mainly affects word reading and phonological skills, while DLD impacts vocabulary, grammar, and overall language understanding. When the two co-occur, reading comprehension can be particularly challenging, and support needs to target both spoken language and decoding.
- What might help: Explicitly teach key vocabulary at the start of a lesson or new topic, drilling down into details like meaning, pronunciation, word category, and number of syllables. Use word webs, pictorial prompts or mind maps to make this teaching visual.
Dyscalculia and dyslexia
Some people have both dyslexia and significant challenges with number skills. The causes aren’t the same, but shared challenges in working memory or processing speed may explain why these difficulties sometimes appear together.
- Try this: Use manipulatives to help visualise mathematical concepts. Manipulatives turn abstract numbers and equations into something tactile, reducing reliance on reading or memory.
Developmental Coordination Disorder (DCD) and dyslexia
Motor coordination issues can also co-occur with dyslexia. This combination can create extra challenges with handwriting, sequencing, and planning tasks.
- Try this: Accessibility tools like speech-to-text and text-to-speech can minimise the physical and motor coordination demands of writing and editing, reducing barriers to engagement in learning material.
Mental health and dyslexia
Many people with dyslexia experience secondary effects like anxiety, low academic confidence, or stress. These often come from repeated frustration or feeling misunderstood in school. These emotional factors matter and should be addressed as part of any support plan.
- Try this: Mistakes should be recognised as an opportunity for learning through highlighting the importance of the learning process, not just the final answer. Acknowledgement of and praise for problem-solving, creative thinking, and effort can help to shift the focus away from perceived deficits and towards a more positive mode of classroom engagement.
These are just a few examples of the ways we might support neurodiverse students with co-occurring learning differences – the correct approach will always depend on the individual student and their unique needs. Understanding dyslexia in a broader, more nuanced way which incorporates an understanding of its overlap with other diagnoses supports more accurate assessment, more effective support, and a deeper appreciation of the diverse experiences of those who live with it.
By Amy Leeke, SENCo – Bredon School
With 27 years’ experience in early years and primary education, Amy has held a range of senior roles, including Early Years Coordinator, Pre-Prep Deputy Head, Specialist Teacher, and SENCo. At Bredon School, Amy has served as a Junior School Teacher and now as SENCo, working closely with pupils, staff, and families to ensure that learners, particularly those with specific learning difficulties, receive tailored, evidence-based support. She holds Level 7 qualifications in teaching and assessing pupils with SpLD (Dyslexia). She is currently working towards her NPQ SENCO award.
