What Is Dyslexia?...And What Is It Not?

Dyslexia. For many parents, the diagnosis comes with a mixture of emotions. Relief that they finally have an explanation for difficulties their child has been facing and a plan to move forward. Concern about challenges that lie ahead. Uncertainty about what the diagnosis even means. 

At True Potential Education, it is our goal to equip our clients and their families with everything they need to reach their true potential—and that all starts with information about what dyslexia is and what it is not.

Dyslexia is…

…a language-based disorder, with underlying deficits in the areas of phonological processing and phoneme-grapheme mapping

Dyslexia is characterized by difficulty with reading and spelling due to differences in how the brain processes language.

The most recent research indicates that students with dyslexia have underlying deficits in phonological processing, or the ability to process the sound system of language, even before the classic symptoms of dyslexia present. Imaging studies have demonstrated differences in the brain response to speech stimuli in babies who are later diagnosed with dyslexia. This deficit often presents as delays in vocabulary and grammar acquisition in toddlers. During preschool years, differences may be present in phonological awareness skills, or the ability to recognize and manipulate sounds, syllables, and words, in spoken language. 

Children with dyslexia also demonstrate deficits in phoneme-grapheme mapping, or the ability to connect the sounds of language to the letter or letters that represent the sound. In fact, some studies have shown that children with dyslexia exhibit reduced brain activation responses for letter-speech sound associations similar to those of much younger children just beginning reading and writing instruction.

Dyslexia may co-occur with attention deficit disorders, verbal language impairment, and speech sound disorders, although it can also occur in the absence of these conditions.

…a continuum

Students with dyslexia have unique patterns of strengths and weaknesses. One student may have difficulty with phonological awareness and spelling but perform better in reading and reading comprehension due to stronger receptive language skills. Another may show stronger word decoding skills but really struggle in comprehension and expression due to weaker overall language skills. 

Dyslexia is not a one-size-fits all diagnosis, and it should not have a one-size-fits-all treatment. It is vital that students receive a thorough evaluation to identify their unique needs and receive treatment from a qualified professional trained to integrate underlying phonological processing and language skills with reading and writing instruction.

…thought to involve differences in brain structures and how areas of the brain communicate with each other

Although we do not completely understand the cause of dyslexia, brain imaging studies have suggested differences in structure and function within portions of the brain for people with dyslexia. Some studies have demonstrated a reduction in neuroplasticity–the brain’s ability to form new connections as learning occurs–in areas of the left hemisphere involved in language and reading. Reduced activation has been observed in areas of the brain that recognize symbols and letters, translate sounds into meaning, and associate letters with sounds. Differences have also been documented in connectivity, or communication channels of the brain, that integrate language, auditory, and visual information.

…may have a genetic basis in some cases

Researchers have identified genes that may be implicated in dyslexia that play a role in fetal brain development. A child who has a parent with dyslexia has a 40-60% chance of developing the disorder, and that risk increases if additional family members are affected.

…treatable

Phonics-based, structured intervention approaches have been shown to result in observable improvements in reading and writing skills. Imaging studies have even shown that these intervention methods increase activity and connectivity in brain regions implicated in dyslexia, reducing or eliminating differences observed between dyslexics and non-dyslexics.

Dyslexia is not…

…a visual processing disorder

Have you ever heard someone say that people with dyslexia see words and letters backwards? This misconception dates back to dyslexia research in the early 20th century that focused on letter and word reversals (e.g., “b” for “d”, “was” for “saw”), leading researchers to hypothesize that people with dyslexia “saw” this visual input as mirror images. Later studies demonstrated that these errors were limited to processing print in one’s native language, indicating that the disorder was linguistic rather than visual. Decades of research has now confirmed the idea that dyslexia is a language-based disorder.

…an intellectual deficit

Dyslexia is not related to overall intelligence or nonverbal IQ. People with dyslexia can have high, average, or low IQs, just like the general population. In fact, a study by the National Institute of Health in 2011 demonstrated the same patterns of brain activation when students with dyslexia across the IQ spectrum were given phonological awareness tasks.

…uncommon

It is estimated that dyslexia affects between 5-12% of the population. This means that approximately 1 out of every 10 people meets the criteria for a dyslexia diagnosis.

…something you outgrow

Students with dyslexia can absolutely overcome reading and writing difficulties and achieve great academic and professional outcomes. It is a mistake, however, to say that these children “outgrow” dyslexia. Without appropriate, evidence-based intervention, students with dyslexia are at high risk of academic, social, and professional difficulties.

…hopeless

Students with dyslexia can excel in their educational environments and go on to do great things! Notable people with a diagnosis of dyslexia, or who showed signs of the disorder, include Apple CEO Steve Jobs, musician John Lennon, writer F. Scott Fitzgerald, and scientist Albert Einstein! Dyslexia may be an obstacle on the road, but it is not a dead end. And the road to success begins with systematic, phonics-based reading and writing intervention.

Do you think you or your child may show signs of dyslexia? Learn more about our dyslexia evaluation services here or call our office at:

515-218-8445.

Sources:

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Schumacher J, Hoffmann P, Schmäl C, Schulte-Körne G, Nöthen MM. Genetics of dyslexia: the evolving landscape. J Med Genet. 2007 May;44(5):289-97. doi: 10.1136/jmg.2006.046516. Epub 2007 Feb 16. PMID: 17307837; PMCID: PMC2597981.

Snowling MJ, Hulme C, Nation K. Defining and understanding dyslexia: past, present and future. Oxf Rev Educ. 2020 Aug 13;46(4):501-513. doi: 10.1080/03054985.2020.1765756. PMID: 32939103; PMCID: PMC7455053.

Stein J. What is Developmental Dyslexia? Brain Sciences. 2018; 8(2):26. https://doi.org/10.3390/brainsci8020026