Say Dyslexia: Understanding, Supporting, and Shifting Our Approach
- DocHolbrook
- Apr 13
- 5 min read
When I first started teaching, mentioning the word dyslexia was strictly prohibited. You couldn’t talk about it at meetings, and you certainly couldn’t discuss it with parents. It was almost as if school districts were afraid of it, and honestly, many still are. As someone who has worked as a district administrator and holds a doctorate specializing in dyslexia, I’m here to tell you: there’s nothing to be afraid of. Let’s take a moment to talk about what dyslexia is, what it isn’t, and how districts can better support students with dyslexia.
What is Dyslexia?
The term dyslexia comes from the Greek words "dys" meaning difficulty, and "lexis" meaning words. Initially, it was medical professionals who began looking into why some children struggled unexpectedly with learning to read. In 2002, experts in reading research created a definition for dyslexia that was later approved by the International Dyslexia Association. According to the definition:
Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede the growth of vocabulary and background knowledge (Lyon, Shankwitz, 2003, p. 2).
Dyslexia, in its most severe form, can be considered a learning disability that may be perceived as a handicapping condition. However, in its mildest form, it often manifests as difficulty with spelling, learning a foreign language, and decoding words.
Common Myths and Misunderstandings about Dyslexia
It’s time to address some of the common myths and misconceptions about dyslexia:
Dyslexia is not a visual problem. It is a language-based problem.
Dyslexia is not about seeing letters or words backwards. It’s about difficulty processing the sounds and structure of language.
Dyslexia can occur in individuals of all intelligence levels.
Dyslexia isn’t linked to intelligence—individuals with dyslexia can be highly intelligent, but they struggle with reading and language processing.
Dyslexia is not caused by a lack of motivation.
Dyslexia is neurological in nature, not a result of laziness or lack of effort.
Boys are not more likely to be affected by dyslexia than girls.
Dyslexia affects individuals of all genders.
Dyslexia is not caused by parents not reading to their children.
The causes of dyslexia are biological, and not related to the amount of reading or involvement a parent has in a child’s life.
The Wait to Fail Method
Over the last 20 years, a lot of school districts embraced what’s known as balanced literacy. A major component of balanced literacy is whole word reading using predictable text. Balanced literacy doesn’t emphasize crucial aspects of reading development like phonemic awareness, decoding, and encoding.
For students on the dyslexia spectrum, the whole word method used in balanced literacy can be detrimental. What was even worse, is that many schools refused to provide systematic phonics instruction until a student reached the third grade.
This delay in intervention is known as the "wait to fail" method. Within this model I usually saw one of two situations play out. The first is a situation in which the student's language comprehension carries the student through the early years of reading development, and it isn't until the intermediate grades that a problem is identified. The second is that the school identifies that the student is struggling but doesn't pinpoint the correct deficit and often provides instruction that is not grounded in research. Many times, parents have to seek outside help to teach their child how to read. Parents often view this as a violation of IDEA and seek retribution for services. This also creates a negative, distrustful relationship between the school district and the parents.
I have many stories about many children who have suffered under the "wait to fail method." And unfortunately, the more work I do in reading, the more stories I hear. I remember a student who initially presented as a child with dyslexia. He was a struggling reader and had received balanced literacy instruction in Tier 1 and remedial support in Tier 2. His mother pushed for testing, and I administered the CTOPP (a test of phonological processing). The student’s scores were in the 70s. I worked with him using explicit, systematic instruction in phonemic awareness and phonics. By Christmas, I noticed his reading skills improving dramatically. At the end of the year, I retested him, and his scores had moved into the average range.
In this case, I believe the student wasn’t necessarily struggling due to dyslexia—he was simply an instructional casualty. If he’d received systematic instruction from kindergarten, he might never have needed remedial reading support in the first place.
The early years of reading development are crucial. While this student reached scores in the average range, the damage had already been done, he continued to need remedial reading support throughout kindergarten.
What if we gave all students explicit phonics instruction starting in kindergarten? How many students could we have helped if we’d intervened earlier?
.
Evidence-Based, Systematic Instruction for All Students
Evidence-based instruction, which includes systematic, explicit teaching in phonemic awareness and phonics, should be provided to all students starting in kindergarten. Research has shown that, with systematic, explicit instruction in reading, all students—regardless of their background—can meet grade-level expectations. The National Reading Panel’s 2000 report emphasized this approach, noting that students from all racial, ethnic, and socioeconomic backgrounds can succeed if given the right support. Teachers must be trained to understand why these skills are crucial, how to teach them effectively, and how to recognize when students are struggling with these foundational skills. Classroom teachers are on the front lines when it comes to identifying students in need of support. They must be able to provide evidence-based interventions, monitor progress, and adjust their methods as needed.
What Schools Can Do
I’m not saying that all students with dyslexia will be fine with general classroom instruction. Some will still need additional support. Districts should have staff trained specifically in dyslexia and dyslexia interventions. However, if districts provide high-quality, evidence-based instruction in reading, there’s nothing to fear. Parents won’t need to fight for services because the supports will already be in place to help their child.
A Call to District Administrators
To district administrators: Do your homework. Ensure that your Tier 1 instruction is evidence-based and includes explicit instruction in foundational reading skills. Make sure your Tier 2 and 3 teachers are equipped to provide evidence-based instruction and can identify when students need extra help. Reevaluate your MTSS (Multi-Tiered System of Support) protocols and make sure they’re effective. Train your teachers, create professional learning communities (PLCs) where they can discuss assessments, and collaborate on how to best support students.
Conclusion
In the past, when schools weren’t providing instruction grounded in research and scientific evidence, there was a reason to fear dyslexia. But with the shift toward the science of reading, schools no longer need to fear it. And hopefully, with these changes, parents will start to regain trust in public education. We’re all in this together, and with the right approaches in place, we can ensure all students, including those with dyslexia, have the support they need to succeed.