When people think about dyslexia, they often think about reading, spelling and writing. Although these are common characteristics, dyslexia is far more than a literacy difficulty.
Dyslexia is a neurological difference that affects how the brain processes information. It can create challenges, but it can also be associated with strengths such as creativity, problem-solving, innovation and big-picture thinking.
These strengths can exist alongside genuine processing differences that require additional cognitive effort.
Dyslexia can affect areas such as:
- Working memory
- Phonological processing
- Phonological awareness
- Processing speed
- Sequencing and organisation
- Retrieving information
- Planning and executive functioning
These differences do not only affect learning in the classroom. They can also affect communication, employment, relationships and everyday life.
Phonological Processing and Phonological Awareness
Phonological processing is the brain’s ability to recognise, understand and work with the sounds within spoken language.
Phonological awareness is one part of phonological processing. It is the ability to identify and manipulate sounds in words. This may include recognising rhymes, breaking words into syllables, identifying individual sounds and blending sounds together to form words.
For example, reading the word “cat” requires the reader to recognise the letters, connect them to the sounds “c”, “a” and “t”, blend those sounds together and connect the completed word to its meaning.
For many people, this process becomes increasingly automatic. For someone with dyslexia, it may continue to require significant conscious effort.
Difficulties with phonological processing and phonological awareness can affect:
- Decoding unfamiliar words
- Blending sounds together
- Breaking words into individual sounds
- Learning letter and sound relationships
- Spelling
- Reading fluency
- Remembering spoken information
- Retrieving the correct word
This does not mean that someone with dyslexia cannot understand complex information. It means that accessing information through written or spoken language may require greater cognitive effort.
The Hidden Cognitive Effort
The world is heavily dependent on language.
Signs, emails, text messages, documents, instructions, menus, websites and forms all require processing.
Even as you read this article, your brain is recognising symbols, connecting letters to sounds, using phonological awareness, accessing vocabulary and constructing meaning.
For someone with dyslexia, these processes can require significantly more mental energy.
This constant effort creates cognitive load.
Unlike physical tiredness, cognitive fatigue is often invisible. Someone may appear to be coping while internally using considerably more mental energy than those around them.
Over time, this continuous demand can lead to cognitive overload.
Understanding Cognitive Load
Cognitive load is the amount of information the brain is trying to process at one time.
It is commonly divided into three areas.
Intrinsic Load
Intrinsic load is the natural difficulty of the task itself.
For a dyslexic person, reading unfamiliar words, remembering verbal instructions, spelling accurately or organising written information may naturally require more effort.
The task may also become harder when it includes unfamiliar language, several steps or large amounts of information.
Extraneous Load
Extraneous load is the unnecessary mental effort created by the way information, tasks or environments are designed.
Examples include:
- Large amounts of unbroken text
- Unclear instructions
- Several tasks being given verbally at once
- Complicated forms
- Distracting environments
- Poorly organised information
- Unnecessary copying
- Unclear deadlines or expectations
Reducing extraneous load is one of the most effective ways teachers, parents and employers can make learning and working more accessible.
Germane Load
Germane load is the mental effort used to build understanding, make connections and transfer information into long-term memory.
When a person is using most of their cognitive resources to decode words, remember instructions or organise information, there may be less capacity available for deeper learning, problem-solving and creativity.
For many dyslexic people, all three forms of cognitive load interact throughout the day.
When Cognitive Overload Becomes Burnout
Everyone experiences mental fatigue at times.
However, many neurodivergent people experience higher levels of cognitive demand every day. They may also spend significant energy compensating for their difficulties, hiding their challenges, trying to keep up or working much longer to complete tasks.
If this continues without suitable support, recovery time or reasonable adjustments, it can contribute to neurodiverse burnout.
Neurodiverse burnout is a state of physical, mental and emotional exhaustion caused by prolonged periods of navigating environments that demand constant adaptation, masking or additional cognitive effort.
It is not laziness.
It is not a lack of intelligence.
It is not a lack of motivation.
It is the brain and body reaching their capacity.
Signs may include:
- Extreme mental exhaustion
- Difficulty concentrating
- Increased anxiety
- Reduced confidence
- Emotional overwhelm
- Forgetfulness
- Difficulty making decisions
- Reduced ability to process instructions
- Feeling unable to complete previously manageable tasks
- Increased sensitivity to noise, movement or busy environments
- Withdrawal from work, education or social situations
Burnout rarely happens overnight. It is often the result of sustained cognitive effort over weeks, months or even years.
Four Things You Can Do to Reduce Cognitive Overload
1. Reduce unnecessary processing
Break information into smaller stages and avoid presenting too much at once.
Use clear headings, short paragraphs, simple language and step-by-step instructions. Remove unnecessary information and make the most important action clear.
2. Use assistive technology
Assistive technology can reduce the amount of cognitive effort needed to access and produce information.
This may include:
- Text-to-speech
- Speech-to-text
- Dictation
- Electronic spellcheckers
- Mind-mapping software
- Digital calendars and reminders
- Transcription tools
- Artificial intelligence tools used ethically and responsibly
The purpose of assistive technology is not to remove learning or thinking. It is to reduce unnecessary barriers so that the person can focus on understanding, ideas and communication.
3. Plan regular recovery time
The brain needs opportunities to recover from sustained processing.
Short movement breaks, quiet spaces, time away from screens and reduced demands between complex tasks can make a significant difference.
Recovery time should be planned before someone reaches exhaustion, rather than only being offered once they are already overwhelmed.
4. Prioritise what really matters
Not every task requires the same level of energy or attention.
Focus on the most important tasks and look for ways to simplify, delegate or automate routine activities.
Planning fewer tasks with clear priorities can be more effective than creating a long list that increases pressure and anxiety.
Four Ways to Support Someone Experiencing Neurodiverse Burnout
1. Believe their experience
Cognitive exhaustion is often invisible.
A person may appear capable, confident or articulate while using enormous amounts of energy to manage the situation.
Listen without judgement and avoid suggesting that they simply need to try harder.
2. Reduce demands where possible
Consider adjustments such as:
- Providing instructions verbally and in writing
- Breaking tasks into smaller stages
- Offering realistic deadlines
- Reducing unnecessary meetings
- Allowing additional processing time
- Providing a quieter working or learning space
- Reducing multitasking
- Clarifying priorities
Reducing demands does not mean lowering expectations. It means removing unnecessary barriers.
3. Encourage recovery rather than pushing through
Rest and recovery are essential.
Continually pushing through exhaustion may make burnout more severe and extend the recovery period.
Support the person to reduce demands, rebuild routines and gradually return to activities at a manageable pace.
4. Focus on strengths
Burnout can significantly affect confidence.
Recognise the person’s abilities, ideas, creativity, experience and problem-solving strengths. Provide opportunities for them to contribute in ways that do not depend entirely on reading, writing, memory or rapid verbal processing.
Final Thoughts
Dyslexia is not simply about reading and spelling. It affects how information is processed, remembered, organised and communicated.
Phonological processing and phonological awareness are central areas of difficulty for many dyslexic people. These difficulties can make the process of reading, writing and understanding spoken language more cognitively demanding.
When these demands continue throughout the day, they can lead to cognitive overload, exhaustion and, in some cases, neurodiverse burnout.
Understanding the hidden effort involved allows parents, teachers and employers to provide more effective support.
By reducing unnecessary cognitive load, providing suitable adjustments and recognising different ways of thinking, we can help dyslexic people protect their wellbeing and use their strengths.