Demystifying Dyslexia: What Every Teacher Should Know
Written by Kate Watt, Director and Master Trainer, Dyslexia Orton-Gillingham Institute of Australia
Dyslexia affects an estimated 10% of the population, yet misconceptions about it persist in classrooms across the world. For educators, understanding dyslexia is not just about helping a few students—it’s about ensuring that every child has access to instruction that meets their needs. Dyslexia doesn’t signal a lack of intelligence or effort; it is a specific learning difference that primarily affects the development of literacy skills, particularly reading and spelling. This blog aims to demystify dyslexia, shed light on the importance of early identification and intervention, and empower teachers with practical insight.
What is Dyslexia?
Dyslexia is a neurobiological condition that impacts the brain's ability to process written and spoken language. Students with dyslexia typically struggle with phonological processing, making it difficult to connect letters with sounds, decode words, and spell accurately. Dyslexia can range from mild to severe, and it often runs in families.
Importantly, dyslexia is not a visual problem. It is primarily a language-based difficulty, and with the right support, students can learn to read and thrive academically.
Common Myths About Dyslexia
Myth #1: Dyslexia is just about reading backwards.
In truth, dyslexia is far more complex. Letter reversals can happen in typical development and aren’t exclusive to dyslexia.
Myth #2: Students with dyslexia just need to try harder
Dyslexia isn’t a matter of effort. Students with dyslexia are often working much harder than their peers just to keep up. Without targeted instruction, no amount of extra effort will lead to meaningful progress. What they need is the right kind of teaching—not more of the same.
Myth #3: Dyslexia can't be diagnosed until after Year 3.
Early signs can be observed as early as preschool which can lead to early intervention if required.
Why Early Identification Matters
The earlier we identify dyslexia, the better the outcomes for students. When left undiagnosed, children with dyslexia often experience frustration, reduced self-esteem, and disengagement from learning. These emotional impacts can last well into adulthood.
Research shows that brain plasticity is greatest in the early years. When intervention occurs during this critical window, students are more likely to develop the foundational literacy skills they need. Delayed intervention not only widens the achievement gap but also makes it harder to close.
Early Warning Signs Teachers Should Watch For
Difficulty learning letter names and sounds
Problems with rhyming and phonemic awareness
Struggles with blending sounds to make words
Difficulty remembering sight words
Avoidance of reading tasks
Poor spelling and difficulty writing words the way they sound
These signs are not definitive diagnoses, but they do warrant further investigation. Teachers play a pivotal role in spotting these early indicators and initiating support.
The Importance of Structured Literacy
Students with dyslexia need more than encouragement—they need explicit, systematic, and cumulative instruction in the structure of language. This is where Structured Literacy comes in. Recommended by the International Dyslexia Association and aligned with the Science of Reading, Structured Literacy is an approach that benefits all students, not just those with dyslexia.
Some key elements of Structured Literacy include:
Phonology: Teaching the sound structure of spoken words
Sound-symbol association: Connecting letters and sounds
Morphology: Understanding roots, prefixes, and suffixes
Syntax and semantics: Building grammar and meaning
By integrating these components into everyday instruction, teachers can create inclusive classrooms that meet diverse learning needs.
What Effective Intervention Looks Like
Effective dyslexia intervention should be:
Explicit: Concepts are clearly explained, not implied.
Systematic: Lessons follow a logical, cumulative sequence.
Multisensory: Students engage visual, auditory, and kinesthetic pathways.
Diagnostic: Instruction is responsive to student progress and needs.
The Yoshimoto Orton Gillingham approach embodies these principles and more. It is pivotal that interventions be delivered by trained educators who understand how to tailor instruction for struggling readers.
Creating a Supportive Classroom Environment
Beyond instruction, students with dyslexia benefit from a classroom culture that fosters confidence and reduces stigma. Teachers can:
Offer alternatives to reading aloud in front of the class
Allow extra time for reading and writing tasks
Use audiobooks and assistive technology
Celebrate progress, not just performance
When students feel safe and supported, they are more likely to take risks and persist through challenges.
Final Thoughts
Demystifying dyslexia is a crucial step toward equity in education. Every teacher, regardless of their year level or subject area, can play a role in supporting students with dyslexia. Through early identification, structured intervention, and a commitment to inclusive practices, we can empower all learners to succeed.
Dyslexia is not a barrier to achievement—but inaction can be. Let’s equip our classrooms with the knowledge, tools, and empathy needed to ensure no child is left behind in learning to read.