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The purpose of this paper is to consider the relevance of the literature of cybernetics for a positive psychology approach to dyslexia.

A selective bibliography is presented, which reflects the exchange of ideas between the authors, two of whom work in the field of psychology, one in educational cybernetics and the other in information systems.

Examination of the literature suggests that there is scope for the application of positive psychology to dyslexia. In the cybernetic literature there is little direct discussion of either positive psychology or dyslexia. However, these areas are linked by the themes of self-steering systems and of levels of learning. Cybernetics identifies systemic constraints and therapeutic approaches which can inform the use of positive psychology techniques with dyslexics.

The paper documents the relevance of cybernetic analysis to the self-regulation carried out by dyslexics, and in so doing also enriches discourse on dyslexia in the field of psychology. The paper will be of value to those carrying out research into dyslexia, and to those who are supporting or working alongside people with dyslexia.