Dyslexia describes a different way of thinking and processing information. While traditionally recognised through difficulties with reading and spelling, dyslexia is broader than literacy alone. With this different way of thinking comes a range of strengths and higher effort areas.

Strengths include:

• Big picture thinking,

• Creative problem solving,

• Being solution focused,

• Strong interpersonal awareness

• Visual thinking

The higher effort areas can include:

• Reading, writing and spelling

• Ordering and sequencing information

• Processing spoken information

• Short-term memory

These characteristics interact differently for each dyslexic thinker and to different degrees. Through my work, I have noticed there tends to be more consistency in the strengths, while there can be much more variation in how higher effort areas show up.

Dyslexic thinkers are often very good problem solvers, so they find ways around things that are difficult for their brain. Over time, their strategies, along with masking their struggles, can make their dyslexia less obvious to others.

Dyslexia can look quite different from one adult to another. While some adults continue to experience difficulties with reading, writing and spelling, others have developed effective strategies that make these challenges less obvious.

Dyslexic adults may be strong big-picture thinkers, creative problem-solvers and good at seeing connections and possibilities. At the same time, some tasks may require more effort:

• Ordering information

• Following lengthy verbal instructions

• Holding several pieces of information in mind at once

• Putting their thoughts into writing

Many dyslexic adults have spent years finding ways to work with their thinking, often without recognising that this is what they are doing. Their strengths and capabilities can be very visible, while the effort involved in some everyday tasks remains hidden.

Changes in responsibilities, such as moving into leadership, starting a new job or managing increased workloads, can make previously effective strategies less so. This can mean dyslexia becomes more noticeable, not because the person's capability has changed, but because the demands around them have.

Yes. Being dyslexic does not necessarily mean you cannot read or spell well. Some dyslexic adults are confident readers, enjoy reading and have developed strong spelling skills.

For some, reading and spelling may have required more effort when they were younger, but over time they have developed strategies that allow them to do these things well. Others may have particular strengths in recognising words, visualising spelling patterns or understanding what they read.

Being able to do something well does not always mean it comes easily. A dyslexic person may be a capable reader or writer but still use more mental effort, time or concentration than someone else completing the same task.

Dyslexic thinking is associated with a range of strengths, including:

• Big-picture thinking

• Creative problem-solving

• Being solution focused

• Interpersonal awareness

• Visual thinking.

These strengths often work together. For example, a dyslexic thinker may see connections between ideas that appear unrelated, recognise patterns or visualise possibilities before they can explain how they reached their conclusion.

This ability to connect ideas can support creative problem-solving, allowing them to approach problems from different angles and see solutions that others may not have considered.

While these strengths are part of dyslexic thinking, how they develop and show up can be influenced by a person's experiences and the conditions around them. Someone may be very capable of thinking creatively or seeing the bigger picture, but struggle to demonstrate this when they are under pressure, overloaded with information or expected to communicate their thinking in a particular way.

Recognising these strengths is important, but so is creating the conditions that allow dyslexic thinkers to use them.

Dyslexia can influence how a person takes in, processes, organises and communicates information. The higher-effort areas of dyslexic thinking can affect how easily someone accesses and expresses what they know.

Ordering and sequencing information

A dyslexic thinker may understand a complex idea or see the bigger picture quickly, but find it takes more effort to order and sequence their thoughts. This can affect how they communicate information to others, structure ideas in a report, write an email or explain something in a logical order.

Processing spoken information

Taking in spoken information, making sense of it and preparing a response at the same time can require more effort.

Working memory

Holding and using information, such as remembering several instructions while working out what to do next, or keeping track of different points during a conversation can also require more effort.

These higher-effort areas can interact, increasing the effort involved in everyday tasks. When a dyslexic thinker is under pressure, the demands on these areas can increase further, making it harder to access and communicate what they know.

Strengths at work

Dyslexic thinkers bring valuable strengths to the workplace, including big-picture thinking, creative problem-solving, seeing connections, being solution focused and strong interpersonal skills. These interpersonal strengths can include reading the room, understanding people and building connections.

Where extra effort may be needed

At the same time, dyslexia can influence how people experience everyday workplace demands. Tasks such as writing emails and reports, following verbal instructions, organising information, planning and prioritising work, or making sense of unclear instructions can require more effort.

Someone may be highly capable of developing ideas or solving complex problems but find that documenting their thinking or organising the steps involved takes considerably more effort.

Why the working environment matters

The working environment can make a significant difference. Meetings with little preparation, lengthy verbal instructions, competing priorities and constant interruptions can increase the demands on higher-effort areas.

Equally, when work is structured and communicated in ways that support different thinking styles, dyslexic thinkers are better able to access their strengths and demonstrate their capabilities.

Being capable does not mean everything comes easily. Dyslexic thinkers may be highly skilled and successful in their work, while some everyday tasks still require considerably more effort than others realise.

Over time, dyslexic adults often develop strategies to manage their higher-effort areas, such as delegating tasks or finding different ways to work. They may also mask their difficulties, work longer hours or put additional effort into tasks to meet expectations. While these approaches can help them perform well, the additional effort involved is often invisible to others.

When this effort is combined with workplace pressures, environments that do not support how someone thinks and processes information, or periods of transition, the cumulative load can become overwhelming. Someone may continue to perform well for a time while becoming increasingly exhausted.

What might your notice?

• Increased anxiety

• Difficulties that were previously masked becoming more visible

• Feeling unsupported or that they don't fit in

• Growing frustration or resentment.

As the cumulative effort takes its toll, a dyslexic person’s capacity to access their strengths and use strategies that have previously worked well can reduce, affecting their ability to perform at work.

Working with your dyslexic thinking starts with understanding and accepting your own way of thinking. This includes recognising your strengths, higher-effort areas and the conditions that help you do your best thinking. It also means recognising that you don't need to think or work in the same way as everyone else to be capable and successful.

Practical strategies

Practical strategies can help reduce unnecessary effort. These might include:

• Using visual tools to organise information

• Breaking tasks into manageable steps

• Recording instructions rather than relying on memory

• Finding different ways to communicate ideas.

The aim is not to become better at doing everything the same way as everyone else, but to find approaches that work with how you think.

The conditions around you matter too

It is also important to recognise when the environment is creating unnecessary demands. Being able to communicate your needs, explore different ways of working and have those needs understood and respected can make a significant difference.

It's about understanding what works for you, recognising what doesn't and knowing that you don't always have to be the one making the adjustments.