Dyslexia: A Snapshot

Individuals with dyslexia struggle with developing and using written language. Contrary to the common myth, they do not "read backwards," though their spelling may appear mixed up due to difficulty connecting sounds to letters and remembering word patterns. Other challenges may include:

• Speaking clearly and early
• Learning letters and their sounds
• Organizing thoughts in speech and writing
• Memorizing math facts
• Reading at a pace that supports comprehension
• Managing longer reading assignments
• Spelling accurately
• Learning new languages
• Performing math calculations correctly
   

Not all students with these challenges have dyslexia. A formal evaluation of reading, language, and writing skills is needed to determine an accurate diagnosis.

The precise causes of dyslexia remain uncertain, but research using brain imaging and anatomical studies reveals that individuals with dyslexia show differences in brain development and function. In many cases, they struggle to recognize the distinct sounds that make up words and to connect those sounds to letters, skills essential for reading. Dyslexia is not linked to low intelligence or lack of motivation; with the right instructional approaches, students with dyslexia are capable of learning effectively. 

Approximately 13 to 14 percent of students nationwide have a disability that qualifies them for special education services. Of those students, about half are identified as having a learning disability (LD), which accounts for roughly 6 to 7 percent of the total school population. Around 85 percent of these students primarily experience difficulties with reading and language processing. However, research suggests that as many as 15 to 20 percent of the general population may show some signs of dyslexia, including slow or inaccurate reading, poor spelling, weak writing skills, or confusion between similar words. While not all of these individuals will qualify for special education, many will encounter academic challenges and can benefit from systematic, explicit instruction in reading, writing, and language.

Dyslexia affects people of all backgrounds and intellectual abilities. Many individuals with dyslexia are highly capable and may have strong talents in areas such as art, computer science, design, drama, electronics, mathematics, mechanics, music, physics, sales, and sports.

The condition often runs in families, and parents with dyslexia are more likely to have children with dyslexia. Some people are diagnosed early in life, while others may not be identified until later.

Dyslexia affects each individual differently, depending on the severity of the condition and the quality of instruction or intervention they receive. The main challenges typically involve word recognition, reading fluency, spelling, and writing. Some individuals are able to grasp basic reading and spelling skills early on, especially with strong instruction, but may struggle later when faced with more advanced language tasks like understanding grammar, reading complex texts, or writing essays.

In addition to reading and writing challenges, dyslexia can impact spoken language skills. Even with exposure to rich language environments at home and solid instruction at school, some individuals may have trouble clearly expressing their thoughts or fully understanding what others are saying. These difficulties are not always easy to detect but can create significant obstacles in school, at work, and in social interactions. The influence of dyslexia often extends beyond academics.

Dyslexia can also affect how individuals see themselves. Students with dyslexia may start to feel unintelligent or less capable than they really are. Ongoing academic struggles and frustration can lead to stress and discouragement, and may cause some students to lose motivation or confidence in continuing their education.

Before referring a student for a full evaluation, schools may first use a short screening to see if the student is reading at a level that predicts future success (around the 40th percentile nationally). If not, the school might begin targeted reading support right away. Some students just need more structured instruction—not special education. Early intervention, rather than waiting for lengthy testing, can be more effective. This approach, known as Response to Intervention (RTI), is supported by federal policy. Parents should know they can request a full evaluation at any time under IDEA, regardless of RTI status.

A comprehensive evaluation typically includes tests of intelligence, academic skills, and language abilities closely tied to dyslexia. These include listening and speaking skills, phonemic awareness, rapid naming, and reading both in and out of context. If results show a pattern consistent with dyslexia, the school should create an individualized plan with interventions and accommodations like extra time. Testing can be done by school staff or outside professionals.

Dyslexia is a lifelong condition, but with the right support, many individuals can become strong readers and writers. Early detection and intervention are crucial for success in both school and life. One-on-one support is often essential, allowing students to progress at a pace that suits their needs. Repeated, structured practice and immediate feedback are also key to building automatic word recognition. Coordination between classroom teachers and outside specialists can further support student progress.

Schools can provide accommodations to help students with dyslexia thrive. These may include extended time on tests, help with note-taking, modified assignments, or alternative forms of assessment like oral exams or recorded tests.

Tools like audiobooks, text-to-speech software, and word processors can also support learning. Because academic struggles can impact self-esteem, access to mental health professionals can help students manage the emotional challenges that sometimes accompany dyslexia.

The Individuals with Disabilities Education Act 2004 (IDEA), Section 504 of the Rehabilitation Act of 1973, and the Americans with Disabilities Act (ADA) define the rights of students with dyslexia and other specific learning disabilities. These individuals are legally entitled to special services to help them overcome and accommodate their learning problems. Such services include education programs designed to meet the needs of these students. The Acts also protect people with dyslexia against unfair and illegal discrimination.