Have you ever wondered how dyslexic children learn? Are you mistakenly believing that their struggles with reading equate to a lack of intelligence? It’s time to challenge these misconceptions.
Dyslexia affects a significant number of children worldwide, yet it remains one of the most misunderstood learning differences. Often, potentially harmful myths cloud the understanding of dyslexia, leading to assumptions that can hinder a child’s educational journey and self-esteem. This stigma can create a barrier not only for the child’s learning but also for educators and parents striving to provide the best support.
Understanding the true nature of dyslexia is crucial for fostering an environment where these children can thrive academically and emotionally. By debunking common myths and replacing them with facts, we can empower educators, parents, and the children themselves.
What is dyslexia?
Dyslexia is a lifelong condition, a learning disorder characterised by difficulties with reading and spelling, specifically identifying speech sounds and understanding how they relate to letters and words.
It is a neurological condition that alters the way the brain processes language.
Common myths about dyslexia
Myth 1: Dyslexic children are less intelligent
Dyslexia is not a symptom of a “lack of” intelligence, occurring in individuals with average or even above average intelligence. Dyslexic brains interpret language differently. Some people with dyslexia have significant strengths in problem-solving and creativity and have accomplished amazing things, though these strengths do not exist because they are dyslexic.
Myth 2: Dyslexia is caused by not reading enough at home
Reading at home and being exposed to reading is important for all children. However, dyslexia does not develop because of a lack of exposure to books or language. It’s a brain-based condition. People who don’t know your family may wrongly assume you’re not doing enough reading with your child. You may need to explain that dyslexia results from differences in how the brain functions.
Myth 3: Dyslexic children can’t learn to read or write
While dyslexia makes reading and writing more effortful, with the right support and accommodations, most dyslexic people can learn to read and write effectively. With adequately systematic and intensive instruction, dyslexic individuals can often become accurate, though slower and less fluent readers and writers.
Myth 4: Dyslexia is caused by laziness or lack of effort
Dyslexia is a neurological difference, not a behavioural issue. It is not caused by laziness or lack of effort. It is the way they are taught that will have the most significant impact on a dyslexic person, not how hard they try. With the right type and amount of instruction and practice, people with dyslexia typically make lasting gains in reading and writing.
Myth 5: Reversals of letters and words are symptoms of dyslexia
Reversals, such as confusing “b” and “d,” are common in the early stages of learning to read and write among neurotypical and dyslexic children alike. It is a sign that representations of letters and spellings of words have not been firmly established, not that a child necessarily has a specific learning disorder.
Myth 6: Dyslexia involves words jumping around on the page
When individuals with dyslexia read, letters don’t become jumbled, jump around or flip backwards. Instead, dyslexic brains often have a hard time associating the right sounds to printed letters or automatically recognising allowable letter-sound combinations, making reading laborious and resulting in spelling that often feels like guesswork.
Myth 7: Dyslexia is caused by problems in visual perception
Research indicates that dyslexia is best understood as a problem with processing the sounds of language, not a problem with vision. People with dyslexia are no more likely to have eye and vision problems than those without dyslexia.
Myth 8: Individuals with dyslexia will benefit from coloured text overlays or lenses
Because dyslexia is not a problem with visual perception, there is no evidence to support the idea that coloured overlays or special glasses/lenses have any effect on the word reading or comprehension of children with dyslexia. To effectively address literacy learning challenges, targeted, evidence-based literacy intervention is required.
Myth 9: Dyslexia is curable
Dyslexia is a neurological difference that presents lifelong challenges, but effective intervention generally has a significant positive effect on reading and writing skills, and accommodations can minimise the impact of dyslexia on daily life. Neuroscientist and dyslexia expert, Dr. Sally Shaywitz, states, “Dyslexia robs a person of time; accommodations [such as extra time] return it.”
By dispelling these myths and providing appropriate support, we can help dyslexic learners become proficient readers and writers, find personalised ways to meet obstacles and reach their full potential. Remember, dyslexia is not a barrier to success; it’s simply a different way of learning that requires adjustments to teaching and assessment approaches.
Tips for helping children with dyslexia
- Early intervention: Identifying dyslexia early, during the first few years of formal schooling can make a significant difference in a child’s education.
- Specialised instruction: Dyslexic children benefit from targeted, specialised instruction that addresses their unique needs. Use a variety of senses to help children learn, such as sight, sound, touch, and movement.
- Accommodations: Providing accommodations, such as extended time for tests or assistive technology, can help dyslexic children succeed in school. There are a number of apps and programs that can help children with dyslexia learn to read and write.
- Positive reinforcement: Encouraging and supporting dyslexic children can help them develop a positive attitude towards learning.
What is the learning theory of dyslexia?
The most prominent learning theory of dyslexia is the phonological deficit hypothesis. This theory suggests that dyslexia is primarily caused by difficulties in processing and manipulating the sounds of language (phonological awareness).
While the phonological deficit hypothesis is widely accepted, it’s important to note that other factors can also contribute to dyslexia, such as memory issues and language processing challenges.
Final thoughts
Debunking the myths surrounding learning for dyslexic children opens the door to a world of possibilities. Embracing their unique learning styles and providing the right support can empower them to thrive academically and creatively.
Remember, dyslexia is not a limitation; it’s a different way of learning that can lead to extraordinary achievements.
Let’s celebrate their strengths, embrace their challenges, and pave the way for a brighter, more inclusive future in education!
Book an appointment with one of our experienced psychologists today to discuss your needs and whether our assessment and intervention services are appropriate for you.
Author
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Dr Kate Jacobs
Director / Educational and Developmental PsychologistDr Kate Jacobs completed a combined PhD/Masters in Educational and Developmental Psychology at Monash University in 2013. She was awarded the Mollie Holman Doctoral Medal for the best PhD thesis in the Education Faculty for the year.