What is Dyslexia?
Understanding Dyslexia: Myths, Facts, and Best Practices for Parents and Educators
Dyslexia is one of the most common learning differences, affecting an estimated 15-20% of the population. Despite its prevalence, myths and misconceptions about dyslexia abound, leaving many parents and educators confused or unsure about how to best support children with this condition. This post will clarify what dyslexia is, highlight its characteristics, debunk common myths, and provide evidence-based strategies for helping children thrive.
What Is Dyslexia?
Dyslexia is a neurobiological learning difference that primarily affects reading, spelling, and language processing. It is not related to intelligence, laziness, or vision problems but rather to difficulties in phonological processing—how the brain connects sounds to letters and words.
The International Dyslexia Association (IDA) defines dyslexia as:
"a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities."
These challenges often stem from a deficit in the phonological component of language and may also affect reading comprehension and vocabulary growth over time.
Debunking Common Myths About Dyslexia
Myth 1: Dyslexia Is About Seeing Letters Backward
Fact: While some children with dyslexia may reverse letters like "b" and "d," this is not a defining characteristic. Dyslexia is primarily about difficulties with phonological processing and decoding, not visual problems.
Myth 2: Dyslexia Is Linked to Low Intelligence
Fact: Dyslexia occurs across all levels of intelligence. Many individuals with dyslexia are highly creative and excel in problem-solving, leadership, and the arts.
Myth 3: Dyslexia Can Be Outgrown
Fact: Dyslexia is a lifelong condition. However, with the right support and interventions, children can develop effective strategies to manage their challenges and succeed academically.
Myth 4: Children with Dyslexia Are Just Lazy
Fact: Dyslexia has nothing to do with effort. These children often work harder than their peers to achieve the same results and may become frustrated when their effort doesn’t align with their progress.
Characteristics of Dyslexia
The signs of dyslexia can vary depending on a child’s age. Recognizing these early is critical to providing effective support.
Early Signs in Preschool and Kindergarten
Delayed speech development.
Difficulty learning the alphabet or nursery rhymes.
Trouble recognizing letters or matching letters to sounds.
Struggles with rhyming or identifying syllables in words.
Signs in Elementary School
Difficulty decoding words or sounding out unfamiliar words.
Slow and laborious reading.
Frequent spelling errors, often inconsistent (e.g., spelling the same word differently).
Avoidance of reading-related activities.
Signs in Older Children and Adolescents
Poor reading fluency compared to peers.
Trouble understanding idioms, jokes, or figurative language.
Weak organizational and time management skills.
Difficulty with foreign language acquisition.
Dyslexia Differs from Other Reading Disabilities
While dyslexia is a specific reading disability, it differs from other challenges like:
Specific Comprehension Deficits: These involve difficulties in understanding text despite accurate word decoding.
Hyperlexia: Where a child can decode well but struggles with comprehension.
General Learning Disorders: Broader challenges in multiple areas, not just reading.
Dyslexia specifically affects phonological processing and decoding, which makes learning to read especially challenging.
Evidence-Based Best Practices for Supporting Students with Dyslexia
Structured Literacy Programs
Structured literacy approaches, such as Orton-Gillingham or Wilson Reading System, are highly effective. These methods:
Focus on explicit, systematic instruction in phonics.
Use a multisensory approach to engage visual, auditory, and tactile learning.
Early Intervention
Early identification and support are key. Children who receive help in kindergarten or first grade are more likely to catch up to their peers in reading.
Assistive Technology
Tools like audiobooks, text-to-speech software, and speech-to-text apps can help students access learning materials and complete assignments independently.
Accommodations
Provide classroom accommodations such as:
Extra time on tests and assignments.
Reduced reading loads or access to audio versions of texts.
When appropriate, allow oral responses instead of written ones.
Test questions read aloud.
Foster a Growth Mindset
Encourage students to view dyslexia as a difference, not a deficit. Highlight their strengths in creativity, problem-solving, or other areas.
We will be covering topics of social-emotional impact on students with disabilities in a future blog post.
Additional Resources for Parents and Educators
International Dyslexia Association (IDA): Offers a wealth of resources, including fact sheets and a directory of certified dyslexia specialists. Visit their website here.
Understood.org: Provides tools and support for parents of children with learning and thinking differences.
Books:
Overcoming Dyslexia by Dr. Sally Shaywitz
The Dyslexia Empowerment Plan by Ben Foss
Conclusion
Understanding dyslexia is the first step in helping children with this learning difference reach their full potential. By recognizing the signs, debunking myths, and implementing evidence-based strategies, parents and educators can create a supportive environment where children with dyslexia can thrive.
If you suspect your child has dyslexia, consult with their teacher, school psychologist, or a specialist. Early diagnosis and intervention can make a world of difference.
References
International Dyslexia Association. (2021). Definition of Dyslexia. Retrieved from https://dyslexiaida.org.
Shaywitz, S. E., & Shaywitz, B. A. (2020). Overcoming Dyslexia: Second Edition. New York: Knopf.
Torgesen, J. K. (2004). Preventing early reading failure and its devastating downward spiral: The evidence for early intervention. American Educator, 28(3), 6-19.
Lyon, G. R., Shaywitz, S. E., & Shaywitz, B. A. (2003). A definition of dyslexia. Annals of Dyslexia, 53(1), 1–14.