Despite being studied for an entire century, non-verbal visuospatial skills in Dyslexia have not been comprehensively investigated. Studies have focused mainly on adolescents and adults, on aptitude rather than learning processes, and focused mainly on mental rotation and pattern recognition. In this work we highlight why a better understanding of visuospatial skills is capital to the development and support of young individuals with dyslexia, as a population with a very unique neurocognition. We also piloted an alternative research design to better address the gaps encountered in our review of the existing literature, and model a new approach to studying visuospatial skills in dyslexia. The results of our study indicate a difference in processing and learning between participants with and without dyslexia, as well as an interesting progression of the visuospatial skills tested across age.