There are dozens of myths and misconceptions about dyslexia, and while they might seem harmless, these untruths can wreak havoc on a dyslexic student’s self-esteem and can lead to inappropriate support and/or interventions.
With Dyslexia Awareness Month right around the corner, now is the time to dispel these myths to help destigmatize this common learning difference.
Truth: Dyslexia is a language-based learning difference that affects how the brain processes written and spoken words.
Dyslexic students may have trouble remembering letter symbols for sounds and forming memories for words. Therefore, their writing can often appear “mixed up.” However, it is a myth that dyslexics read backwards.
Why it Matters: Focusing on “backwards reading” can lead to exercises that don’t help and may even frustrate a dyslexic child.
The most effective support comes from structured, multisensory programs – such as the Orton-Gillingham Approach – that teach reading and spelling skills in a way dyslexic brains can understand.
Truth: Major organizations like the International Dyslexia Association, the American Psychiatric Association, and the National Center for Learning Disabilities recognize that dyslexia is a specific learning disability in reading that is independent of overall intelligence.
In fact, many dyslexics have an average or above-average IQ.
Albert Einstein, Leonardo Da Vinci, Walt Disney, and Nobel Prize-winning molecular biologist Carol Greider are/were dyslexic.
Why It Matters: Believing a child with dyslexia isn’t smart can lower expectations, delay the right kind of support, and hurt a child’s confidence.
Truth: Dyslexia is a lifelong learning difference. While challenges with reading and spelling can be remediated, a dyslexic person will always have dyslexia and might need accommodations throughout their academic and even professional careers.
Why it Matters: Waiting for dyslexia to “go away” can delay the structured, evidence-based instruction a child needs. Early and ongoing support helps dyslexic students build strong reading and spelling skills and succeed in school and beyond.
Truth: Dyslexia affects both sexes equally. However, boys are often more likely to be referred for testing because their struggles may be more noticeable in the classroom.
Why it Matters: Believing it mostly affects boys can delay the assessment and support girls need to succeed.
Truth: The only appropriate intervention for dyslexia is remediation through multi-sensory instruction like the Orton-Gillingham Approach.
The Orton-Gillingham (OG) approach is a structured, multisensory method of teaching reading, spelling, and writing, specifically designed for individuals with dyslexia or other language-based learning differences.
Why it Matters: Reading with a child is still valuable: it supports language development, vocabulary, comprehension, and a love of reading, which are important for literacy growth. However, shared reading alone will not remediate dyslexia.
Roberts Academy at Mercer University works daily to dispel the myths associated with dyslexia.
The Academy is Georgia’s only school for dyslexic students outside of Metro Atlanta; it’s also the most affordable school of its kind in the state.
Serving students in grades 2-6, the Academy uses the Orton-Gillingham Approach – an evidence-based way of teaching designed specifically for students with dyslexia.
Want to learn more? Visit our website or schedule a tour.
Discover Roberts Academy at Mercer University in Macon, Georgia!