Dyslexia is a neurodevelopmental disorder affecting reading acquisition. It is different from reading difficulties children may exhibit due to disadvantages related to general intelligence, sociocultural background, or school-teaching conditions. However, the manifestation of dyslexia across languages varies significantly, despite its neurobiological origin, due to variations in language structure, phonological structure, script features such as grain size, orthographic depth, visual complexity, and cultural practices. While English has dominated dyslexia research, cross-linguistic studies reveal that interventions must be tailored to the linguistic and cultural context of each learner. This presentation explores dyslexia across diverse languages—Kannada, Hindi, Japanese, Urdu, Persian, and Chinese—highlighting both universal cognitive markers and language-specific challenges, with implications for assessment and intervention. Each of the above languages is very different from English in many linguistic and orthographic features. I juxtapose the critical features of these languages with each other and with English, and draw evidence-based implications for diagnosis and intervention of dyslexia in individuals as well as bilingual/multilingual settings. Though phonological deficit is a universal marker of dyslexia, its effect is modulated by specific orthographic features of many languages. Language-specific challenges and their consequences will be highlighted. More importantly, the presentation will highlight the importance of cultural embeddedness of interventions for specific situations, focusing more on an asset-based approach than a deficit-based approach in planning effective intervention models for dyslexia.