Dyslexie

Dyslexie is a neurobiological learning difficulty characterized by persistent problems with accurate and fluent word recognition, poor decoding, and spelling despite normal intelligence and adequate instruction. The term is used in Dutch; in English the condition is typically called dyslexia. Dyslexie is thought to stem from differences in how the brain processes language, especially phonological information, and it often has a hereditary component.

People with dyslexie may have difficulties with phonemic awareness, decoding unfamiliar words, reading fluency, and accurate spelling. They may read more slowly and with greater effort, and may struggle with rapid naming or working memory related to language. These challenges are not a reflection of laziness or lack of effort, and they are not attributable to poor schooling alone. Dyslexie can occur alongside other conditions such as attention difficulties or other learning differences.

Prevalence estimates vary by language and diagnostic criteria, but about 5-10% of the population is commonly cited as affected. The apparent prevalence is influenced by orthography: languages with opaque spelling systems (such as English) often show higher observed rates than languages with more regular spelling-to-sound correspondences.

Diagnosis and intervention involve professionals such as psychologists and educational specialists who assess reading, decoding, phonological processing, and memory. Evidence-based interventions emphasize structured literacy and explicit, sequential instruction in phonics, often combined with multisensory teaching approaches. Early identification and ongoing accommodations—such as extra time, assistive technologies (text-to-speech, spell-checkers), and accessible formats—support learning and reduce long-term difficulties. With appropriate support, many individuals with dyslexie achieve proficient reading and academic success.