5 Common Myths About Dyslexia—Debunked

5 Common Myths About Dyslexia—Debunked

by Teresa Franks

1. Myth: Dyslexia is caused by laziness or low intelligence.

Reality: Dyslexia is a specific learning disability rooted in neurobiology—not intellectual capability. Individuals with dyslexia typically have average or above-average intelligence. Difficulties in reading, spelling, and phonological processing - the ability to discriminate and manipulate sounds in language - arise despite appropriate intelligence and effort (cde.state.co.us).

2. Myth: People with dyslexia see letters or words backward or reversed.

Reality: Dyslexia is not a visual disorder, and reversing letters is not a defining symptom. While some kids may reverse letters as part of typical early writing development, this is not indicative of dyslexia. Dyslexia originates from language-based processing differences, not vision (cde.state.co.us).

3. Myth: Dyslexia can be fixed through special fonts, vision therapy, or gimmicky aids.

Reality: Many marketed solutions—like tinted lens glasses, special visual exercises, or custom fonts—lack rigorous scientific support. For example, the Dyslexie font, though designed for dyslexic readers, has not been shown to improve reading accuracy in controlled studies (dyslexiahelp.umich.edu).

4. Myth: Dyslexia is rare.

Reality: Dyslexia is not rare at all—it affects an estimated 5–15% of the population depending on diagnostic criteria (International Dyslexia Association). In fact, it is one of the most common learning disabilities. Its prevalence underscores the importance of early screening and effective, evidence-based reading instruction in all classrooms—not just special education settings.

5. Myth: Most teachers and reading specialists know the signs of dyslexia.

Reality: Despite growing recognition, many educators lack sufficient knowledge or training to identify and support dyslexic students effectively:

• In the U.S., only 11% of K–2 and special education teachers reported feeling completely prepared to teach early reading after their preservice programs—and many don’t feel confident teaching reading concepts at all. EducationWeek

• A multifaceted survey of teacher knowledge revealed a blend of accurate understandings and persistent misconceptions. Many in-service and pre-service teachers still hold inaccurate beliefs—such as viewing dyslexia as a visually-based disorder—highlighting conceptual confusion despite some training efforts. Frontiers SpringerLink

These gaps underscore the need for structured, science-based professional development and early screening protocols to ensure that struggling readers are correctly recognized and supported—not overlooked.

Why These Myths Persist

Misconceptions about dyslexia often start with limited teacher preparation programs or outdated diagnostic criteria. Even specialists may rely on inaccurate cues—like letter reversals—rather than understanding dyslexia as a phonological processing difference. This can delay intervention and hinder effective instruction.

Final Thoughts

Debunking these myths helps ensure that students with dyslexia are accurately identified and receive the structured literacy instruction they need. Dyslexia is common, well-researched, and highly responsive to evidence-based teaching—when educators have the right tools and knowledge.

Teresa Franks is the President of the Nebraska Dyslexia Association. She is a nationally recognized expert in dyslexia and dyslexia remediation. She can be reached at [email protected]g