Demystifying Dyslexia: What Every Teacher Should Know

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.

Dyslexia Orton-Gillingham Institute Australia are the Diverse Learners Symposium Sponsor at National Education Summit Brisbane 2025. Hear Kate Watt speak in this Symposium on The Power of Morphology: Building Stronger Literacy Skills. See here.