Aim: This paper explores educational psychologists' (EPs') understandings and practice in relation to dyslexia. Rationale: Poor literacy skills have a significant impact on educational attainment. EPs are well placed to support schools in improving practice at a systemic and individual level. However, little is known about EPs' understandings and practice in respect of literacy learning and dyslexia in particular. Findings: A narrow range of EP assessment and intervention practice for dyslexia was described, suggesting a need for professional clarification and development. Conclusions: The findings of this study have implications for EPs' initial and continuing training needs in the area of children's literacy learning. A professionally commissioned review of EP practice in relation to dyslexia is timely.