In a previous post I wrote about the difficulties inherent in learning a foreign language for some people with dyslexia.

It seems that children who learning more regular alphabets, such as Greek and Spanish, gain fluency and efficiency faster than children who have to tackle less regular languages such as English. No surprises there.

This does not mean, of course, that dyslexia doesn’t exist in these countries whose tongue is more consistent than ours. Rather that the difficulties are less likely to appear so early and are not always about late development in acquiring literacy. Differences in organisational skills, working memory and information processing may all be evident and be compatible with an identification of dyslexia even if reading and writing is fluent.

A useful resource is Hilary McColl’s site devoted to modern foreign language learning and inclusion.