Dyslexia is a learning difference that primarily affects reading and spelling. Children with dyslexia may have difficulty sounding out unfamiliar words, recognizing words quickly and accurately, reading fluently, or remembering how words are spelled. These difficulties can occur across the full range of intellectual abilities, including children who are gifted or academically successful in other areas.
Despite decades of research, dyslexia remains widely misunderstood. Common misconceptions include the belief that dyslexia causes people to see letters backward, is related to intelligence, or is something children will eventually outgrow.
Understanding what dyslexia actually involves can help parents recognize potential signs, better understand their child's experiences, and identify the kinds of instruction and support that may be helpful.
What is Dyslexia
Dyslexia is a specific learning disability that primarily affects word reading and spelling. A child with dyslexia may have difficulty sounding out unfamiliar words, recognizing words quickly and accurately, or remembering how words are spelled.
Dyslexia is often associated with differences in how a person processes the sounds and meaningful parts of spoken and written language. These differences vary from person to person, which helps explain why dyslexia does not look the same in everyone.
The International Dyslexia Association updated its definition of dyslexia in 2025 to better reflect this variability and the complex factors that contribute to reading and spelling difficulties.
In clinical evaluations, dyslexia is generally identified under the broader diagnostic category of specific learning disorder in the Diagnostic and Statistical Manual of Mental Disorders (DSM-5-TR). Dyslexia is a widely recognized term used to describe a particular pattern of reading and spelling difficulties.
Common Myths About Dyslexia
Myth 1: Dyslexia causes people to see letters or words backward.
One of the most common misconceptions about dyslexia is that people with dyslexia see letters or words reversed.
Some children with dyslexia do reverse letters, such as confusing "b" and "d," or write letters and words backward. However, these errors are also common among young children who are learning to read and write. Letter reversals alone are not a reliable indicator of dyslexia.
Dyslexia primarily involves difficulties developing accurate and automatic word reading and spelling skills. A child can have dyslexia without ever showing significant letter reversals.
Myth 2: Dyslexia is caused by vision problems.
Dyslexia is associated with differences in the language processes involved in reading and spelling. It is not caused by poor eyesight or problems with visual acuity.
Vision difficulties can make reading more challenging, and identifying and treating those difficulties is important. However, correcting a vision problem does not address the underlying reading and spelling difficulties associated with dyslexia.
Similarly, approaches such as colored overlays, special lenses, or vision exercises have not been shown to effectively treat dyslexia itself.
Myth 3: Dyslexia is related to low intelligence.
Dyslexia occurs across the full range of intellectual abilities. A child can have significant difficulty learning to read while demonstrating strong reasoning, problem-solving, verbal comprehension, creativity, or other cognitive abilities.
Some children are intellectually gifted and also have dyslexia. This is one example of what is known as twice-exceptionality, or 2e.
These children can be especially difficult to identify because their strengths may help them compensate for reading difficulties. A child might understand complex concepts, have an advanced vocabulary, and perform well in many academic areas while continuing to struggle with reading fluency or spelling.
Recognizing both their strengths and learning needs is important for understanding how they learn and what support will be most helpful.
Myth 4: Children who get good grades or read accurately cannot have dyslexia.
Dyslexia does not always involve obvious reading errors or poor academic performance.
Reading accuracy and reading fluency are related but distinct skills. Some children with dyslexia learn to recognize words accurately but continue to read much more slowly than their peers. Others struggle with spelling despite having developed relatively strong reading skills.
For example, a child may understand everything they read but require considerably more time to complete a reading assignment. Another may earn good grades while relying on audiobooks, repeated reading, parental assistance, or substantial additional effort to keep up with schoolwork.
Strong reading comprehension and advanced reasoning abilities can also make dyslexia harder to recognize. A child may understand complex material when it is presented verbally while finding independent reading much more demanding.
Academic performance alone does not always reveal the extent of a child's reading difficulties or the effort involved in managing them.
Myth 5: Children with dyslexia just need to read more or try harder.
Children with dyslexia often work extremely hard to develop reading skills. Some spend considerably more time practicing reading and spelling than their peers, yet continue to experience difficulties.
Reading practice is important, but children with dyslexia often need explicit, systematic instruction that directly addresses the skills involved in reading and spelling.
Repeatedly asking a child to read more without providing appropriate instruction can lead to frustration and discouragement.
When children repeatedly struggle with something that seems to come more easily to their peers, they may begin to question their intelligence or abilities. Some develop anxiety around reading, become reluctant to participate in classroom reading activities, or avoid assignments that require substantial reading.
These experiences can have a meaningful impact on a child's confidence and relationship with learning, particularly when their difficulties have been misunderstood as a lack of effort or motivation.
Myth 6: Children eventually outgrow dyslexia.
Dyslexia is a lifelong learning difference, although its impact can change considerably over time.
With appropriate instruction and support, children with dyslexia can make substantial progress in reading and spelling. Some become accurate and proficient readers, particularly when their learning needs are identified early and addressed effectively.
Certain differences may continue into adolescence and adulthood. For example, someone with dyslexia may read more slowly than their peers, find unfamiliar words difficult to decode, or require additional effort for spelling and written work.
Understanding these ongoing needs can help individuals access accommodations and develop strategies that support their education, work, and everyday lives.
What Are the Signs of Dyslexia in Children and Teens?
Dyslexia can look different depending on a child's age, reading experience, and the skills they have developed.
In preschool and early elementary school, signs may include difficulty learning letter names and sounds, recognizing rhymes, identifying the sounds within words, or sounding out simple words. Some children have difficulty remembering familiar written words even after repeated exposure.
As reading demands increase, a child may read slowly or inaccurately, guess at unfamiliar words, struggle with spelling, or have difficulty reading longer words with multiple syllables.
By middle school or high school, some students have developed strategies that make their reading difficulties less noticeable. They may read accurately but slowly, need to reread passages, or spend substantially more time completing reading and writing assignments than their peers.
Reading comprehension can also be affected. A child with dyslexia may understand complex information when someone reads it aloud but have difficulty demonstrating that same understanding when reading independently because so much effort goes into recognizing the words.
Not every child with dyslexia will show all these characteristics, and reading difficulties can have several different causes. Understanding the child's particular pattern of strengths and difficulties is an important part of determining whether dyslexia is present.
How Is Dyslexia Evaluated?
There is no single test that determines whether someone has dyslexia. A comprehensive dyslexia evaluation examines specific reading and spelling skills, including word recognition, decoding, reading fluency, and spelling accuracy. It also considers the child's educational history, previous reading instruction, and progress over time.
Depending on the child's experiences and the questions being addressed, the evaluation may also examine cognitive abilities, language skills, attention, executive functioning, and other aspects of learning. This can be particularly helpful when dyslexia occurs alongside ADHD, giftedness, or other learning differences.
For example, ADHD can affect a child's ability to sustain attention during reading assignments, while dyslexia can make recognizing and decoding words more difficult. When both are present, understanding how they interact can help identify appropriate instruction and support.
Similarly, children with advanced reasoning abilities may have an uneven learning profile in which reading and spelling are substantially more difficult than other academic or cognitive tasks.
Qualified professionals from several disciplines can assess reading difficulties, and schools can conduct educational evaluations. The specific assessment process depends on the child's needs and the questions being addressed.
A comprehensive evaluation should provide an individualized understanding of the child's reading and spelling skills, learning strengths, areas of difficulty, and the kinds of instruction and accommodations that may be helpful.
Dyslexia Screening and School Support in Minnesota
Minnesota has taken steps to improve the early identification of reading difficulties through the Reading to Ensure Academic Development (READ) Act.
Under the READ Act, Minnesota schools are required to screen students in kindergarten through third grade three times each school year for foundational reading skills and characteristics of dyslexia. Students in grades 4 through 12 who are not reading at grade level must also be screened at least annually for reading difficulties, including characteristics of dyslexia.
Importantly, parents of students in grades 4 through 12 can request screening for reading difficulties, including characteristics of dyslexia, at any time. Under current Minnesota Department of Education guidance, schools must complete the required screening and provide the results to the person making the request.
These screenings help schools identify students who may need additional reading instruction or further assessment.
Screening and comprehensive evaluations serve different purposes. A screening helps identify potential reading difficulties and instructional needs. A comprehensive evaluation provides a more detailed understanding of a child's learning profile and can help determine whether dyslexia or another learning difference is present.
Parents who have concerns about their child's reading can ask the school about screening results, available reading interventions, and how progress is being monitored. They can also request a special education evaluation if they believe their child may have a disability that affects their educational needs.
A child does not need a formal dyslexia diagnosis to begin receiving reading interventions at school. Some students may also qualify for specialized instruction through an Individualized Education Program (IEP) or accommodations through a Section 504 plan, depending on their individual needs and eligibility.
For more information about screening requirements, visit the Minnesota Department of Education's READ Act resources.
What Helps Children With Dyslexia?
Effective support begins with understanding the specific reading and spelling skills that are difficult for the child.
Research supports explicit, systematic reading instruction that directly teaches the relationships between speech sounds and letters, spelling patterns, word structure, and other foundational literacy skills.
This approach is often described as structured literacy. Instruction is carefully sequenced, builds on previously learned skills, and includes guided practice and feedback. A child's progress is monitored so instruction can be adjusted to meet their learning needs.
Accommodations can also make an important difference. Depending on the child, helpful supports may include audiobooks, text-to-speech technology, additional time for reading-intensive assignments, or alternative ways of demonstrating knowledge.
Reading instruction helps children develop their reading and spelling skills. Accommodations provide access to information and opportunities to demonstrate what they know while those skills are developing and when reading differences continue to affect everyday tasks.
Emotional support is important as well. Children who have struggled with reading may have experienced frustration, embarrassment, or repeated messages that they are not trying hard enough. Helping them understand their learning differences and recognize their strengths can support a more accurate and compassionate understanding of themselves.
Families looking for additional information about dyslexia and evidence-based reading instruction may find the International Dyslexia Association's Upper Midwest Branch helpful. This organization provides educational resources and support for individuals with dyslexia, families, and educators in Minnesota and neighboring states.
When Should Parents Consider a Dyslexia Evaluation?
A comprehensive evaluation may be helpful when a child's reading or spelling development is significantly more difficult than expected, progress remains limited despite appropriate instruction, or there is uncertainty about what is contributing to their difficulties.
An evaluation can also be valuable for children who are performing adequately in school but need substantially more time or effort than their peers to complete reading and writing tasks.
For some families, the primary concern is determining whether dyslexia is present. Others are seeking a broader understanding of their child's learning profile, particularly when concerns about ADHD, giftedness, anxiety, or other learning differences are also present.
The findings can help families and educators make informed decisions about instruction, accommodations, and other supports.
Understanding Dyslexia Makes a Difference
Understanding dyslexia can make an important difference in how children experience learning and how they understand themselves. When reading or spelling has been difficult despite considerable effort, identifying the reasons can help children and families make sense of those experiences and find more appropriate support.
At White Bear Psychological Services, we provide comprehensive evaluations for dyslexia and other learning differences in children and teens. Our evaluations consider each child's learning strengths, areas of difficulty, and individual support needs, helping families better understand how their child learns and what may be helpful moving forward.
Located in White Bear Lake, Minnesota, we serve families throughout the Twin Cities and greater Minnesota. If you have questions about whether an evaluation may be helpful for your child, you can contact White Bear Psychological Services to learn more about our services.
