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Understanding Dyslexia

by

Leonardo Rocker

Understanding Dyslexia
Dyslexia
Reading Disorder

If your child is finding reading or writing difficult, you might be wondering if dyslexia is part of the picture. Whether the term is new to you or something you’ve heard before, understanding what dyslexia is can make a big difference

Dyslexia is a fairly common condition; in fact, every classroom will have at least one dyslexic student (Maxwell, 2019). The International Dyslexia Association (IDA) estimates that 15-20% of the world population will have symptoms of dyslexia (IDA et al., 2019). In Australia, up to 20% of the population may be affected by dyslexia when the full range of presentations, from mild to severe, is accounted for (Australian Dyslexia Association, 2018).

What is Dyslexia?

Dyslexia, formally known as a Specific Learning Disorder with Impairment in Reading is classified as a language-based learning disability that encompasses a range of symptoms leading to difficulties with specific language skills, predominantly reading (Myklebust & Johnson, 1962; Snowling & Hulme, 2012; Snowling et al., 2020; Stein, 2018). 

Children with Dyslexia often face challenges not just with reading, but also with related skills such as spelling, writing, and occasionally speaking. Dyslexia is termed a learning disability because it can impede a person’s academic success within a conventional school setting.

Reading is a complex process. It draws on a range of abilities—like thinking, sensing, and even cultural experiences. Because of this, defining dyslexia is an ongoing process in psychological research, and understandings of the condition may vary across the world and within specific contexts (Washburn et al., 2014).

Causes of Dyslexia

The causes of Dyslexia remain unclear; however, research highlights variations in brain development and functioning of individuals with Dyslexia (Werth, 2019; Werth, 2023). Dyslexia is highly heritable, meaning biological parents with Dyslexia are significantly more likely to have children who also experience the condition (Francks et al., 2002). Importantly, Dyslexia does not result from a lack of intelligence or motivation to learn.

Dyslexia is, first and foremost, specific to language-learning processes, meaning that a child's reading problems are not the result of a general problem with learning or intelligence (Wagner et al., 2020). Because their deficit is specific, a child's reading and spelling abilities are often at odds with their performance in other academic areas or their IQ level. 

Dyslexia exists on a broad spectrum, ranging from mild to severe, and no two individuals experience it in the same way. With the right interventions tailored to a child’s learning requirements, many individuals can manage their literacy challenges and lead fulfilling lives.

Signs and Symptoms of Dyslexia

According to the Diagnostic and Statistical Manual of Mental Disorders (DSM-5-TR), individuals with Dyslexia have difficulties acquiring and using language. One common manifestation is reversing letters while reading and writing, although this does not occur in every instance.

Reading requires us to coordinate many different brain functions for a single process. A very important function that people with dyslexia struggle with is phonological awareness, or the ability to hear and match sounds with letters - something often difficult for children with dyslexia.

This is the ability to connect language sounds, known as phonemes (the smallest sounds in words - the building blocks of language), with their graphical representations, i.e. letters. Research has shown that children with Dyslexia exhibit significantly poorer performance on tasks requiring phonological awareness compared to children without dyslexia (Melby-Lervåg et al., 2012). Additionally, this poor performance is associated with reading level, meaning that children with larger phonological impairments are also more likely to struggle with reading.

In addition to problems with phonological awareness, children with dyslexia often experience difficulties in other areas of cognition that contribute to reading impairments. Evidence suggests that children with dyslexia have deficits in visuospatial attention (the ability to focus on and track where things are in space, helps when reading across a page) (Gabay et al., 2013) and verbal working memory - the skill of holding sounds and words in the mind briefly- (Perez et al., 2012). Both abilities are critical for reading—being able to control what our eyes attend to allows us to process letter and grammatical symbols in the correct order, while being able to remember what we have just participated in enables us to construct words and sentences.

Every child develops at their own pace, but there are specific signs of Dyslexia that parents and caregivers can observe at different stages:

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Signs of Dyslexia in Preschool-Aged Children

  • Difficulty learning the alphabet and connecting letters to their sounds

  • Remembering the sequence or names of letters (e.g. thinking the sequence ‘l, m, n, o’ is a single letter called ‘elemeno’)

  • Forgetting or mixing up letter names (e.g. calling “B” a “D”)

  • Trouble recognising rhyming words or making random associations

  • Mispronunciation of familiar words (e.g. "basghetti" for spaghetti)

  • A family history of Dyslexia or reading challenges

Signs of Dyslexia in Early Primary School Years

  • Slow and inaccurate reading

  • Frequent spelling mistakes, often confusing letters or sounds

  • Difficulty sounding out unfamiliar words

  • Trouble remembering sight words (common words that don’t conform to phonetic rules)

  • Frustration or avoidance of reading and writing tasks

Signs of Dyslexia in Later School Years

  • Ongoing difficulties with reading fluency and comprehension

  • Dependence on memorisation rather than understanding when reading

  • Avoidance of reading aloud

  • Possible negative impact on self-esteem due to academic challenges

If you consistently observe several of these signs, it is advisable to seek further assessment to determine the best way to support your child. These challenges can feel overwhelming, but with the right support, children with dyslexia can flourish—both at school and beyond

Further Reading

Resolve

Understanding Specific Learning Disabilities

How is Dyslexia diagnosed

Assessment involves standardised academic and cognitive testing, along with a review of academic records, developmental and medical history, and relevant family factors.

The Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition, Text Revision (DSM-5-TR; American Psychiatric Association, 2022) outlines four criteria for SLD.

  1. Difficulties in academic skills must persist for at least six months, despite targeted interventions. While many children struggle at times, those with SLD show consistent problems even with support.
  2. Aaffected academic skills are significantly below age-level expectations. For example, an 8-year-old with dyslexia might read at a kindergarten level, struggling to connect letters and sounds.
  3. Although difficulties begin during school years, they may only become apparent when academic demands rise and compensatory strategies are no longer effective. SLD reflects a learning difficulty—not low intelligence or lack of motivation.
  4. The difficulties must not be better explained by general intellectual disability, sensory issues (e.g. vision or hearing), other mental or neurological conditions, second-language learning, or inadequate educational access.

Dyslexia applies when these criteria relate specifically to reading tasks—such as recognising words, decoding (sounding out words by connecting letters to sounds) phonemes, and spelling.

Empowered by Dyslexia: Turning Differences into Advantages

Dyslexia can affect individuals of all backgrounds and intellectual levels. Even highly intelligent people may exhibit Dyslexia and often excel in areas not primarily dependent on language skills, such as art, computer science, drama, dance, design, mathematics, and science (Shaywitz, 1996).

The effects of Dyslexia vary among individuals and are influenced by the severity of the condition. Some children may find basic literacy tasks challenging from the start, while others may face difficulties with more complex reading and writing as they grow older.

Additionally, individuals with Dyslexia may struggle with spoken language, finding it hard to express thoughts clearly or understand others. These challenges can impact academic performance, the workplace, and personal relationships.

Cognitive Strengths of Individuals with Dyslexia

  • Creative Thinking: Excel at innovative thinking and problem solving, often visualising ideas and seeing connections others might miss.

  • Problem Solving: Grasp complex systems and find alternative, creative solutions.

  • Visual-Spatial Skills: Strong abilities benefiting fields like design, architecture, engineering, and surgery.

Social and Emotional Strengths

  • Interpersonal Skills: Enhanced empathy and strong storytelling abilities.

  • Resilience and Determination: Develop strong coping strategies and persistence in the face of ongoing challenges.

Acknowledging and nurturing these strengths boosts confidence and self-worth.

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How to Support Children with Dyslexia

Discovering your child may have Dyslexia can bring up many emotions, but with the right support, children can grow, adapt, and thrive. As a parent or carer, you play a vital role in advocating for their needs and celebrating their progress.

Practical Strategies for Supporting Your Child

  • Seeking a Professional Assessment: A qualified child psychologist can determine if your child has Dyslexia and identify strengths and challenges.

  • Engaging and Collaborating with the School: Work closely with teachers to create tailored strategies and accommodations.

  • Using Multi-Sensory Learning: Incorporate touch, sound, sight, and movement to reinforce learning.

  • Breaking Tasks into Simple Steps: Help children manage their assignments by dividing them into smaller, manageable parts.

  • Exploring Assistive Technology: Use tools like text-to-speech and speech-to-text to aid reading and writing.

  • Focusing on Strengths: Celebrate creativity, problem-solving, empathy, or hands-on skills to boost motivation and enhance overall well-being.

  • Being Supportive and Encouraging: Foster resilience and a positive mindset by celebrating effort and progress.

Dyslexia is a lifelong difference, not a limitation. Early identification and proper support help children become confident learners.

What to Remember About Dyslexia

  • Dyslexia is a language-based learning difference affecting reading, writing, spelling, and sometimes speaking.

  • It is not related to intelligence or motivation.

  • Early signs can appear from preschool through to later school years.

  • Every child’s experience is unique; severity varies widely.

  • Individuals with Dyslexia often have valuable strengths such as creativity, problem-solving, and resilience.

  • Support strategies, such as professional assessments, multi-sensory learning, assistive technology, and strength-based encouragement, can help children thrive.

  • Early identification and tailored support make a significant difference.

Need Help?

Wondering if your child might have dyslexia? Our experienced team can guide you through the next steps and provide support that makes a real difference. Reach out today to schedule an assessment. Contact us to schedule an assessment.

View article references

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