In a series of media appearance Prof Elliott has argued that dyslexia is a meaningless label. We recognise that there are inconsistencies in the definition of dyslexia and the assessment process which need addressing. For example, the research of the past decade which highlights memory difficulties as important antecedents of dyslexia, indicating that literacy difficulties are more of a symptom than a cause (see the work of Professor Gathercole at Cambridge University). We also know more about the the lifelong nature of memory difficulties, which points to a move away from a purely educational definition. However we do not agree that such questions challenge the existence of dyslexia. Indeed we would suggest that such arguments themselves are meaningless; happiness is difficult to define yet few would doubt it exists and affects our daily lives in substantial ways. Instead we strive towards a more meaningful definition and a broader understanding of why some people have such extreme patterns of strength and weakness in their intellectual abilities.