Kara Barber, Assistant Head of Middle School
Dyslexia: Common Myths and Misconceptions
Dyslexia is a learning disability that affects reading, writing, and spelling. It has nothing to do with intelligence or desire to learn, which are just a couple of the many misconceptions surrounding the diagnosis. At McLean School, we have a deep understanding of dyslexia—what it is and how to best support students with reading challenges. Yet confusion persists, which affects the interventions students receive, and when.
A handful of the most common myths about dyslexia, and the truths behind them:
Dyslexia is a vision problem.
Dyslexia is, in fact, a language-based learning disability that has to do with how the brain receives and interprets written information, specifically matching letters to sounds. Although this manifests in difficulty reading and related skills, students with dyslexia are no more likely to struggle with eyesight than anyone else.
People with dyslexia “read and write backwards.”
While it’s true that words may look mixed up at times, that’s because students with dyslexia struggle to form memories about the relationship between letter symbols and sounds, resulting in some creative spelling and guesswork. The reality is that many young children reverse letters when learning to read and write, and it doesn’t always signal dyslexia (which is why a school with specialists who know the difference is key!).
You can’t diagnose dyslexia until at least third grade.
This myth is particularly problematic since studies show just how important early intervention is when it comes to supporting students with dyslexia. Long before kids learn to read, they may demonstrate delays in speech, challenges associating letters with their sounds, trouble recalling things like colors or days of the week, and difficulty pronouncing longer words (“aminal” for “animal,” for example). Again, these symptoms are not always indicative of dyslexia, but are early signs worthy of extra attention before students begin to develop avoidance strategies or issues with confidence and self-esteem.
Students outgrow it.
Dyslexia is a neurological and lifelong condition; no amount of exposure to books or “trying harder” will make it go away. With the right instruction (structured literacy) and supports, however, there are significant gains to be made. In addition, there are many assistive technologies and resources for students with dyslexia to help them achieve independence—and even joy—as readers and writers.
You can’t be successful if you have dyslexia.
Quite the contrary! Some of the qualities most valued in today’s workplace are natural strengths of the dyslexic brain: creative problem-solving, seeing the bigger picture, and persistence among them. And while some stigma around learning disabilities still exists, there is a growing appreciation and greater understanding of different ways of thinking that benefits us all.
At McLean, we don’t just normalize challenges related to learning—we know how to help our students tap into their strengths to support challenges. We call it The Abilities Model® and it’s a recipe that’s served us well for 70 years. A student might not be able to “outgrow” dyslexia, but the right setting—along with strategic instruction, interventions, effective technology tools, and experts in the field—can make a world of difference.
For more information on McLean School’s expert approach to supporting students with dyslexia, explore our website and these additional blogs:
Suspect Dyslexia? Early Intervention is Key
How Do Students Learn to Read?
Structured vs. Balanced Literacy: Why It Matters When Learning to Decode
Dyslexia in Middle School
Why Orton Gillingham
Orton Gillingham: Beneficial for All but Vital for Some
Five Tips to Foster a Love of Reading
Overcoming Dyslexia with Assistive Technology