Health Library

Dyslexia

Dyslexia is often thought of as seeing letters backward, but it’s more than that. Dyslexia is a brain-based processing difference. It changes how a child connects sounds to letters, how they recognize written words and how they spell.

Dyslexia vs. Dyscalculia

Dyslexia affects reading and spelling. Dyscalculia is a learning difference that affects math skills. Another similar condition is dysgraphia, which impacts handwriting and written expression. Some children may have one, two or all three, but they each need different types of support.

What are the Symptoms of Dyslexia?

Dyslexia can show up in different ways depending on a child’s age.

In younger children, parents and teachers might notice:

• Trouble learning letter names and the sounds they make
• Difficulty rhyming or playing with sounds in words
• Struggles with remembering how to spell or read words they’ve already seen

As kids get older, symptoms may include:

• Slow or choppy reading and trouble sounding out words
• Trouble spelling, even if they know how a word sounds
• Difficulty recognizing familiar words or remembering how they look

Some kids have a strong understanding of sounds (called phonemic awareness) but struggle to connect those sounds to the correct letters. Others can sound out words but struggle to remember how words look, which can slow down their reading, writing and spelling. Dyslexia can affect not just how fast a child reads but also how easily they can write and spell words.

Types of Dyslexia

There are different types of dyslexia, depending on how a child’s brain processes language. Understanding these types helps professionals choose the right support.

Phonological Dyslexia

Phonological dyslexia is difficulty hearing and manipulating sounds in words. A child might not be able to break a word like “cat” into sounds or blend them back together. They may also leave out letters when spelling because they don’t hear all the sounds clearly.

Surface Dyslexia

Children with surface dyslexia may be able to sound out words but struggle to remember what common words look like. They might read slowly and have trouble recognizing words they’ve seen many times.

Rapid Naming Dyslexia

This type of dyslexia involves difficulty quickly naming letters, numbers or objects. It affects how quickly and smoothly a child can read (their reading fluency). These children may know the sounds and letters but take longer to say them out loud.

Double Deficit Dyslexia

This is when a child has both phonological difficulties and trouble with rapid naming. It can be more complex and may need more support.

Visual Dyslexia

This term is sometimes used to describe difficulties with visual processing—how the brain takes in visual information, makes sense of it and uses it for tasks like recognizing letters and words. It is not officially recognized as a separate type of dyslexia.

Challenges with visual processing may play a role in some children’s reading difficulties. Kids who struggle in this area might have trouble keeping track of where they are on a page, seeing differences between letters or remembering how words look.

How is Dyslexia Diagnosed?

A diagnosis typically begins when a parent or teacher notices a child struggling with reading or writing. A referral from a pediatrician can lead to an evaluation with a specialist, like a speech-language pathologist or psychologist.

During an evaluation, professionals look at:

• Memory and attention
• Language and vocabulary
• Sound and letter knowledge
• Reading fluency and comprehension
• Spelling and writing skills

The goal is to understand the child’s strengths and challenges. If a child shows ongoing difficulty with reading, spelling and sounding out words, they may meet the criteria for what doctors and schools call a specific learning disorder with impairment in reading.

Even though the diagnosis may not always be labeled dyslexia in a school report, the pattern of reading struggles helps specialists know how to support a child’s unique learning needs. In some cases, a child may not meet the criteria for dyslexia but may still receive a diagnosis of a general reading disorder or a specific learning disorder with impairment in reading. This still qualifies them for support and intervention based on their specific areas of need.

How is Dyslexia Treated?

Treatment is tailored to the way each child learns. Structured literacy programs work well for many children with dyslexia. One example is the Orton-Gillingham approach, which teaches sounds and letters in a clear, step-by-step way. This method pairs reading with spelling and uses multiple senses like seeing, hearing, saying and even touching letters to help kids learn.

Practice and repetition are important. Skills are developed slowly, beginning with simple sounds and progressing to complete sentences and stories. Early support is ideal. But it’s never too late to help a child with dyslexia. Progress can happen at any age.

Accommodations like audiobooks, speech-to-text software and extra time on tests can also help kids keep up while they build reading skills.

Families can work with their child's school to ask for these supports. A good place to start is by talking to the child’s teacher, special education team or reading specialist. If a formal plan is needed, families can ask about setting up an Individualized Education Program (IEP) or a 504 Plan, which outlines the specific accommodations a student will receive at school.

Other tools and strategies might include:

• Graphic organizers to help plan writing or break down reading comprehension tasks.
• Reading pens or scanner tools that read printed text out loud.
• Extra time on tests and assignments so students aren’t penalized for slower reading or writing speed.
• Quiet testing environments to help with focus.
• Multisensory reading programs, like SPELL-Links to Reading and Writing, Wilson Reading System or the Barton Reading and Spelling System, which teach letters and sounds using movement, visuals and sound.
• High-low readers, which offer high-interest stories written at a lower reading level.

Families can often find these tools through educational supply websites, reading centers or online stores. Some devices, like reading pens or text-to-speech software, may also be available through school accommodations if included in the child’s plan.

Finding the right tools can take some trial and error. It helps to work closely with the child’s teacher, speech-language pathologist or other specialists to figure out which strategies are the best fit for the child’s learning style and needs.

What is the Long-Term Outlook for Children with Dyslexia?

With the right support, children with dyslexia can become confident, independent learners. They may need to continue to use tools and accommodations, but they can succeed in school and in life.

Supporting their emotional well-being is important. Many kids with dyslexia are creative thinkers, problem solvers and visual learners. Encouraging their strengths, whether it’s building, drawing or sports, helps boost confidence and motivation.

Families can support their children by:

• Encouraging interests outside of reading and writing
• Using tools that take away the stress of reading while keeping the content accessible
• Reading aloud together, even with older kids
• Reminding them that learning differently is not a limitation