MythBusters: Dyslexia
Dyslexia is a language-based learning disability that affects reading, writing, and spelling. When families seek out an evaluation due to concerns about their child’s reading or writing performance, dyslexia is one of the primary diagnoses that comes to mind for many practitioners. About 85% of students referred for special education services are students with literacy difficulties that may be dyslexia. In fact, it is the most common learning disability. Given its prevalence, it is perhaps surprising that there are still many myths that persist.
Myth: Seeing or writing letters backwards is a primary sign of the condition.
Fact: Many young children reverse letters and it is relatively normal up until the end of 1st grade. Children with dyslexia reverse letters just as much as typical peers.
Myth: Vision problems cause dyslexia.
Fact: Dyslexia is a language-based condition. Although some children with dyslexia do have difficulties with visual perception or processing, children with dyslexia have the same amount of eye and vision difficulties as other children.
Myth: Children can grow out of dyslexia and can just catch up on their own with enough time.
Fact: First graders who are poor readers will almost never acquire adequate reading skills by the end of elementary school without intervention.
Myth: Two to three years of instruction is needed before identifying dyslexia or reading difficulties.
Fact: There are key predictors of reading that can be detected from a very young age, as early as prekindergarten and kindergarten. These include phonological awareness, rapid naming, expressive and receptive vocabulary, letter-sound knowledge, and nonword repetition tasks.
Myth: Kindergarten and 1st grade teachers are well trained to detect early signs of dyslexia and reading difficulties:
Fact: Most teachers unfortunately lack the appropriate training in the science of reading and dyslexia. However, more and more attention has been paid to this disparity and many states and schools are revamping their literacy curriculums to help identify children with the condition earlier on.
Myth: Schools and school districts cannot use the term dyslexia.
Fact: The U.S. Department of Education issued a letter over 5 years ago reminding school districts there is no law stopping them from using the term and that districts should use the term “dyslexia” in IEPs, at IEP meetings, and in evaluations for determining special education services.
Myth: Individuals with low IQ cannot have dyslexia.
Fact: Children with dyslexia have a wide variety of IQ levels. In fact, numerous research studies have found that there is no link between IQ and dyslexia or reading impairment.
Myth: Individuals with dyslexia will never learn to read.
Fact: With ample amounts of evidence-based intervention, individuals with dyslexia can make significant gains in their reading skills, especially if this intervention is provided at a younger age.
Myth: Determining a dyslexic’s learning style will help them learn how to read.
Fact: Learning styles are one of the biggest myths in education. While we know that individuals have different cognitive processing abilities, we also recognize that presenting material in one’s preferred learning style or in one specific modality does not maximize learning benefit. In fact, children with dyslexia often benefit from a multisensory intervention.
Myth: Dyslexia is not real.
Fact: This is perhaps the most unfortunate myth that has been perpetuated by certain individuals. However, there is a tremendous body of scientific evidence over decades from numerous research institutions around the world that have established its validity as a true neurodevelopmental condition.
If your child is struggling with reading, reach out to our team for a complimentary consultation call. We can guide you in understanding learning challenges like dyslexia and in identifying appropriate academic interventions.
