Beyond the Letters: What We Should Understand About Dyslexia

Reading Time: 5 minutes

According to Dyslexia Help UK, about 10% of the world’s population is dyslexic. Even so, it is one of the most misunderstood learning disorders, and myths still perpetuate that make it difficult to diagnose in time and develop an empathetic understanding of the disorder.

Often, this neurological condition is mistaken for inattention or even low intelligence. This misinformation results in students falling into an educational gap that is amplified over time; they develop low self-esteem and anxiety, and they may even drop out of their studies. Talking about this learning disorder implies making its challenges visible and understanding its causes, emotional impact, and, above all, what students who suffer from it can do to cope with it and how teachers can manage this condition in their classrooms.

What dyslexia is and isn’t

An article by Holly Korbey published in Edutopia discusses several common myths, such as the misconception that people with dyslexia see letters backwards. However, studies show dyslexia is a language processing disorder, not vision. Dr. Nadine Gaab, a Harvard neuroscientist, explains that dyslexia makes it difficult to associate letters and sounds, which affects reading fluency and comprehension. “When people with dyslexia read, the letters don’t jump or flip backwards, which is a widespread myth. Instead, dyslexic brains have difficulty associating correct sounds with printed letters, making it difficult to read and resulting in spelling that often feels like a guessing game. Even after words can be spelled, reading fluency and comprehension can be very slow and difficult,” she says.

Another common myth is that those who have dyslexia are less intelligent, when in reality, there is no relationship between this condition and IQ. Many people with this disorder stand out for their creativity, critical thinking, and spatial skills. In addition, the belief persists that this neurological learning condition disappears over time, but it is a lifelong neurological difference. While early intervention strategies can significantly reduce their effects, people with dyslexia will continue to face specific challenges in reading and writing throughout their lives.

Despite advances in research, these myths persist even within classrooms. Many teachers do not receive specific training on dyslexia and apply approaches that do not adequately address the needs of these students, such as balanced literacy based on contextual cues rather than phonemic awareness. This leads to situations where students memorize words without understanding them and feel frustrated at being unable to advance as quickly as their peers.

Unlike learning to walk or talk, reading is not an innate skill; it must be taught. The learning process involves the connection of different areas in the brain: the left occipitotemporal cortex (visual recognition of words), Broca’s area (language production), and the parietotemporal region (phonetic decoding).

According to an American Psychiatric Association (APA) article by Emily Sohn, these brain areas in people with dyslexia show distinct activation patterns and less gray matter. Because these brain areas work differently, they struggle to allow automatic reading. Therefore, people with dyslexia must exert greater effort to read than those without this disorder. The APA also highlights that this disability is highly heritable, as several studies with twins have shown that between 40% to 60% of the risk of developing it is genetic. However, the environment also plays a crucial role: dyslexic children with structured support from an early age make greater progress. This shows that although the brain of a dyslexic person works differently, an appropriate environment and adequate teaching can boost their learning and overcome many difficulties.

Invisible consequences: mental health and the enormous gap in the education system

Beyond creating academic difficulties, dyslexia has a profound emotional impact. Children who do not receive adequate support often develop anxiety, depression, and low self-esteem. In many cases, they internalize the idea that they are “not good” in school, which inhibits their participation, motivation, and performance. In addition, the stigma attached to this disorder can cause them to try to hide their challenges, leading to late or incorrect diagnoses. These negative emotions also affect the physical well-being of people with this disability. Some studies have shown that levels of cortisol, the stress hormone, rise in children with dyslexia when they must read aloud in public. This continuous pressure cumulatively impacts their overall health and well-being.

Inequalities also manifest in access to diagnosis. Research in Arkansas showed that children in majority-white schools received more support than those in schools with more diversity. This educational disparity shows up in reading proficiency levels: only 31% of white dyslexic eighth-graders achieved satisfactory levels in the U.S., and the figure was lower for minority students (16%).

One of the biggest obstacles is that many teachers do not receive adequate training in reading science. Some have had to search independently for intensive programs such as the Complete Reading Series to understand how to help their students. The International Dyslexia Association has promoted accreditation standards for teacher education programs to ensure that future teachers are prepared from the start. However, these programs are not yet the norm in many universities, perpetuating the gap between scientific knowledge and educational practice.

How to support someone with dyslexia

According to Korbey, some research supports an approach known as structured literacy. This approach involves systematic, explicit, and multisensory instruction that encompasses phonology, morphology, syntax, and semantics. Programs such as Orton-Gillingham, Wilson, and SPIRE efficiently improve the reading skills of students with dyslexia. This type of teaching focuses on breaking down language into small units and gradually building reading skills.

On the other hand, a 2022 meta-analysis analyzed 53 studies and found that the most valuable strategies to help students with dyslexia included practicing spelling, learning vocabulary, and reading entire texts rather than a list of words. The time spent on these activities also plays a role: the more time invested in these interventions, the better the results. Those with higher performance usually devote more than 100 hours in the school year, which requires continuous support from the schools and their families. Students must also have access to assistive technology, such as read-aloud software or a spell checker. These tools allow students to access content that helps them overcome reading difficulties that would limit their learning.

The official recognition of dyslexia as a neurobiological condition has led to legislative changes in several U.S. states, where it is already required to assess students beginning in kindergarten. However, the stigma persists, and many children reach secondary school without having received a diagnosis or any support. Evidence also suggests that incorporating interventions with social-emotional accompaniment strategies can improve these students’ self-esteem and reduce anxiety. Peer mentoring programs, physical exercise, and mindfulness practices have shown promising results. In countries like Finland, school programs include specialized support for students with reading difficulties from an early age. This preventive approach contrasts with the reactive model in many regions, where intervention occurs when the lag is already evident.

Dyslexia is not a sentence of school failure or a label of inability. It is a different way of processing language and requires understanding, support, and specific methodologies. Demystifying this disorder is critical to ensuring inclusive, equitable, and science-based education.

Training teachers, informing families, and establishing evidence-based education policies are urgent steps to reverse the reading lag. As Dr. Kenneth Pugh affirmed, “If every word requires your whole soul to decipher, by the end of the sentence, you have already forgotten the beginning.” Reading should not be a daily battle; the right strategies could change the reality of struggle for millions of children. Finally, it is crucial to remember that dyslexia does not define the limits of what a person can achieve; instead, understanding can mark society’s path to ensure that no one is left behind.

Translation by: Daniel Wetta