Dyslexia and Co-Occurring Needs: Why Learning Can Look Different

Many parents begin to explore dyslexia when reading or spelling does not develop as expected.

However, what many families discover along the way is that dyslexia rarely exists in isolation.

A child may struggle with reading, but also seem forgetful. They may avoid writing, but also appear anxious. They may work slowly, but also find it hard to stay focused.

At this point, a common question arises:

Is it just dyslexia, or could something else be going on too?

What Are Co-Occurring Needs?

Co-occurring needs are additional differences that can exist alongside dyslexia. These are not caused by dyslexia, but they can overlap and interact, shaping how a child learns and experiences school. Some of the most common co-occurring needs include:

• ADHD (attention and focus differences)

• Developmental Language Disorder (language understanding and expression)

• Dyspraxia (motor coordination difficulties)

• Anxiety or emotional wellbeing needs

• Auditory processing differences

• Visual processing difficulties

Each of these can affect learning in different ways.

Why This Matters for Learning

When more than one area of difficulty is present, learning can feel more complex and more effortful.

For example:

A child with dyslexia may already find reading challenging due to phonological processing differences.

If they also experience:

• working memory difficulties → they may forget what they have just read

• attention differences → they may struggle to stay focused on the task

• language difficulties → they may find it harder to understand the text

The result is a learning profile that can look more significant or more inconsistent than expected.

Why Co-Occurring Needs Can Be Confusing

In the classroom, different needs can sometimes look very similar.

For example:

• A child who avoids reading may appear disengaged

• A child who forgets instructions may appear inattentive

• A child who struggles to write may appear unmotivated

However, these behaviours often reflect underlying processing differences, rather than effort or attitude.

Understanding what sits beneath the behaviour is key.

Can a Child Have More Than One Need?

Yes.

It is very common for children with dyslexia to also experience other differences.

For example:

• dyslexia and ADHD

• dyslexia and language difficulties

• dyslexia and anxiety

When this happens, support needs to reflect the full learning profile, not just one area.

What This Might Look Like at Home or School

Parents may notice:

• difficulty remembering instructions

• slow or effortful reading

• inconsistent spelling

• difficulty organising ideas

• frustration or fatigue with schoolwork

• avoidance of reading or writing tasks

Teachers may notice:

• a gap between verbal ability and written work

• inconsistent performance

• slow working speed

• difficulty completing tasks independently

How Assessment Helps

A dyslexia assessment does not just look at reading and spelling.

It explores:

• phonological processing

• memory and processing speed

• language skills

• literacy attainment

This helps build a clear picture of how a child learns, and whether other factors may also be influencing their progress.

Understanding this profile allows support to be:

• more targeted

• more effective

• more supportive of confidence

Moving Forward

For many families, understanding that difficulties may be influenced by more than one factor can be a turning point.

It helps shift the focus from:

“Why are they struggling?” to:

“What does my child need to succeed?”

With the right understanding and support, children can build on their strengths and develop the skills and confidence they need to thrive.

If you’re concerned about your child’s learning, or would like to explore whether dyslexia or other factors may be involved, feel free to get in touch.