top of page

16 Myths About Dyslexia – and the Truth Behind Them


Busting myths about dyslexia
Busting myths about dyslexia

Dyslexia is a lifelong difference in how someone processes written and spoken language. But despite years of research, many myths still surround it. These misunderstandings can lead to delays in support, frustration for families, and unfair judgments about children and adults with dyslexia.

Below, we explain some of the most common myths – and what the research really tells us.


1. Myth: Dyslexia is about mixing up letters like ‘b’ and ‘d’

Lots of people think that reversing letters is the main sign of dyslexia. In fact, many young children do this when they’re first learning to read and write – with or without dyslexia. The main difficulty in dyslexia is with recognising and working with the sounds in words, not with how letters look.


2. Myth: Dyslexia is linked to low intelligence

This is completely untrue. Dyslexia has nothing to do with intelligence. A person can be highly capable and still find reading and spelling much harder than others. Many people with dyslexia have strengths in areas like problem-solving, design, leadership, or creative thinking.


3. Myth: Dyslexia is caused by poor teaching or not enough effort

Dyslexia is not caused by bad teaching or laziness. It’s a difference in the way the brain handles language. With the right kind of teaching, people with dyslexia can make good progress, but they are often already working extremely hard.


4. Myth: Dyslexia only affects reading

Reading is a big part of dyslexia, but it’s not the whole picture. People with dyslexia may also struggle with spelling, writing, remembering instructions, or putting thoughts into words. It can affect different areas for different people.


5. Myth: If someone gets help, their dyslexia will go away

Support can make a big difference, especially when it’s given early. But dyslexia doesn’t go away. People can learn strategies that help them manage reading and writing more confidently, but they may still find it more tiring or slower than others.


6. Myth: Children with dyslexia just need to read more at home

Reading regularly is helpful for all children. But dyslexia is not caused by not reading enough. It’s not about a lack of effort or interest – it’s a specific difficulty that needs specific support.


7. Myth: Children will grow out of dyslexia with age

Dyslexia isn’t something a child will simply grow out of. It’s a lifelong difference. The signs can change over time – for example, reading might improve, but writing and memory difficulties might remain. The earlier the support, the better the outcome.


8. Myth: Dyslexia is caused by vision problems

Dyslexia is not a problem with eyesight. People with dyslexia usually see clearly, but their brains process language in a different way. Glasses or eye exercises won’t remove the reading and spelling difficulties linked to dyslexia.


9. Myth: Dyslexia only affects boys

Dyslexia affects both boys and girls. Boys are more often identified because they may show more obvious signs of frustration or behaviour changes. But girls are just as likely to have dyslexia and are sometimes missed because they try to hide their difficulties.


10. Myth: You can tell if a child has dyslexia before they start school

Some early signs of later reading difficulties can show up in the preschool years—such as trouble learning rhymes, delayed speech, or difficulty remembering the names of letters. These signs do not mean a child has dyslexia, but they may suggest the child could be at risk. It is important not to diagnose too early. Many children take time to develop language skills, and difficulties can also come from limited access to quality teaching or language-rich environments. Observing early signs allows for extra support, but a diagnosis should come later, once other possible causes have been considered.


11. Myth: If someone reads fluently, they can’t have dyslexia

Some people with dyslexia do become fluent readers, especially if they’ve had good support. But they may still struggle with spelling, remembering what they’ve read, or working quickly. Dyslexia affects more than just how fast someone reads.


12. Myth: All people with dyslexia are the same

Dyslexia is different for everyone. Some people mainly find reading hard, while others have more trouble with spelling, writing, or memory. There is no single pattern – each person’s experience is unique.


13. Myth: Dyslexia only happens in English-speaking countries

Dyslexia is found all over the world. It can look different depending on the language, especially if that language has more regular spelling patterns. But the main difficulty – with linking sounds to letters – is still the same.


14. Myth: You can’t get help unless you have a diagnosis

While a formal diagnosis can be useful, it’s not always needed to start support. If a child or adult is clearly struggling with reading or writing, they can still benefit from strategies and tools that are known to help people with dyslexia.


15. Myth: People with dyslexia can’t succeed at school or work

This is one of the most harmful myths. People with dyslexia can do very well at school, in further study, and in their careers. With the right support and encouragement, they can achieve just as much as anyone else – and sometimes more.


16. Myth: Dyslexia is rare

Dyslexia is actually very common. It’s estimated that around 10% of the population shows signs of dyslexia, with around 4% experiencing more significant difficulties. Many people go through school without ever being identified, especially if they’ve found ways to hide their struggles. Raising awareness helps make sure no one gets left behind.

 

Want to Learn More?

If you’re unsure whether you or your child might be showing signs of dyslexia, or if you’d like to understand how to support someone more effectively, we’re here to help. From assessments to one-to-one tuition, we provide expert advice tailored to each individual’s needs.


References

 

  • American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). American Psychiatric Publishing, Washington, DC.

  • Catts, H. W., Fey, M. E., Zhang, X., & Tomblin, J. B. (2001). Estimating the risk of future reading difficulties in kindergarten children: A research-based model and its clinical implementation. Language, Speech, and Hearing Services in Schools.

  • Elliott, J. G., & Grigorenko, E. L. (2014). The dyslexia debate. Cambridge University Press, Cambridge, UK.

  • Landerl, K., Ramus, F., Moll, K., et al. (2013). Predictors of developmental dyslexia in European orthographies with varying complexity. Journal of Child Psychology and Psychiatry.

  • Lyon, G. R., Shaywitz, S. E., & Shaywitz, B. A. (2003). A definition of dyslexia. Annals of Dyslexia.

  • Pennington, B. F., & Bishop, D. V. M. (2009). Relations among speech, language, and reading disorders. Annual Review of Psychology.

  • Peterson, R. L., & Pennington, B. F. (2012). Developmental dyslexia. The Lancet.

  • Quinn, J. M., & Wagner, R. K. (2015). Gender differences in reading impairment and in the identification of impaired readers. Journal of Learning Disabilities.

  • Rose, J. (2009). Identifying and teaching children and young people with dyslexia and literacy difficulties. Department for Children, Schools and Families, Nottingham, UK.

  • Rutter, M., Caspi, A., Fergusson, D., et al. (2004). Sex differences in developmental reading disability: New findings from 4 epidemiological studies. JAMA.

  • Scarborough, H. S. (1990). Very early language deficits in dyslexic children. Child Development.

  • Shaywitz, S. E. (2003). Overcoming dyslexia: A new and complete science-based program for reading problems at any level. A.A. Knopf, New York, NY.

  • Shaywitz, S. E., & Shaywitz, B. A. (2005). Dyslexia (specific reading disability). Biological Psychiatry.

  • Snowling, M. J. (2000). Dyslexia (2nd ed.). Blackwell, Oxford, UK.

  • Snowling, M. J. (2019). Dyslexia: A very short introduction (2nd ed.). Oxford University Press, Oxford, UK.

  • Snowling, M. J., & Hulme, C. (2012). Interventions for children’s language and literacy difficulties. International Journal of Language & Communication Disorders.

  • Swanson, H. L., & Siegel, L. (2001). Learning disabilities as a working memory deficit. Issues in Education.

  • Vellutino, F. R., Fletcher, J. M., Snowling, M. J., & Scanlon, D. M. (2004). Specific reading disability (dyslexia): What have we learned in the past four decades? Journal of Child Psychology and Psychiatry.

  • Wolf, M., & Bowers, P. G. (1999). The double-deficit hypothesis for the developmental dyslexias. Journal of Educational Psychology.

  • Ziegler, J. C., & Goswami, U. (2005). Reading acquisition, developmental dyslexia, and skilled reading across languages: A psycholinguistic grain size theory. Psychological Bulletin

Comments


bottom of page