Dyslexia is a type of specific learning disorder that affects reading, writing, and spelling. It is a neurodevelopmental condition that affects the brain’s ability to perceive or process verbal or nonverbal information efficiently and accurately, making it challenging for individuals to process information and express themselves effectively.
There are many misconceptions surrounding dyslexia, and it’s important to separate fact from fiction. Here are some common myths about learning for dyslexic children and the truths behind them:
Myth: Dyslexic children are less intelligent.
Dyslexia is not a symptom of a ‘lack of’ intelligence, occurring in individuals with high, average, and lower intelligence, Dyslexic brains interpret language differently. Some people with dyslexia have above average abilities in problem solving and creativity, and have accomplished amazing things, though these strengths do not exist because
they are dyslexic.
Myth: Dyslexia is caused by not reading enough at home.
Reading at home and being exposed to reading is important for all children. But 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: 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, but slower and less fluent, readers and writers.
Myth: 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 for 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: 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: 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: Dyslexia is caused by problems in visual perception.
Research clearly 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: 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: 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”.
So, what can be done to support dyslexic students?
- Early intervention: Identifying dyslexia early can make a significant difference in a child’s education.
- Specialised instruction: Dyslexic children benefit from targeted, specialised instruction that addresses their unique needs.
- Accommodations: Providing accommodations, such as extended time for tests or assistive technology, can help dyslexic children succeed in school.
- Positive reinforcement: Encouraging and supporting dyslexic children can help them develop a positive attitude towards learning.
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, requiring a flexible way of thinking.
