What is it, why does it happen and what can I do?

What is it?

Dyslexia is life-long condition with varying severities. It presents as a learning difficulty in the ability to read and process written words. It may also present as a difficulty in organising thoughts. It is a specific and persistent disability that affects 5 to 17% of school-aged children ^[1]

Key characteristics include difficulties in phonological awareness, verbal memory and processing speed. As a result of dyslexia, issues with language coordination, motor coordination, mental concentration and calculation can arise.

As information-processing abilities are affected, learning is prone to delay. And some may not be able to reach their full potential academically.

Who does it affect?

Brain pattern of activation when reading
Source – Marci Peterson

Dyslexia is a neurological issue. As seen in the image (left), less grey matter is present in the parieta-temporal and occipio-temporal regions of the brain that are involved with spoken language, written language and visual perception respectively. This is hypothesized to lead to problems processing the sound structure of language.

Though the root cause has not been ascertained, genetic correlation has been reported. A child with an affected parent has a 40-60% risk of developing dyslexia.^[2]

Each individual’s experience can be different in terms of severity from mild, moderate and severe as well as in the way it affects them. Some may experience a “jumping of words” while some have more trouble spelling and phonetically understanding words.

It does not arise due to a lack of motivation, sensory impairment or lack of intelligence.

What can I do?

Understanding and reaching out to individuals with dyslexia remains as one of the most important actions one can do.

Everyone can do their part to create an inclusive and accessible environment for dyslexics. Here are some things you can do to help others with dyslexia.

Use their preferred method of communication. (E.g. Voice notes instead of long texts and emails)
Adapt to their learning style (be it visual or auditory) by learning about their needs and accommodations.
Give precise and clear information and instructions.
Communicate acceptance and understanding.
Treat them just like everyone else !

Here are some commonly misunderstood myths about dyslexia

Dispelling common myths about Dyslexia

Myth	True or False?
Dyslexia is linked to intelligence	False. The difficulty in reading, writing and spelling as well as lack of accessibility can impact the academic achievements of one with dyslexia. However it is not due to a lack of intelligence.
Dyslexia is extremely rare	False. With a 4-10% prevalence rate in Singapore, that means that 1 to 2 individuals are affected in a class of 40. Other than that, dyslexia is commonly underdiagnosed ^[3]thus estimates are likely to be lower than what is known.
Backwards writing or the reversal of letters is a sign of dyslexia	False. Unfortunately, it’s not that easy to diagnose dyslexia. Backwards writing and the reversal of letters is relatively common behaviour for young children.
Forcing a child to read will help them to improve	False. Just forcing a child to read passages is not an effective method. Reading more can help a child – but when approached differently. Multisensory structured methods such as the orton-gillingham-based approach can help to improve one’s reading.
Dyslexia can only be diagnosed from ages 8 to 11	False. Though more commonly diagnosed during these ages, symptoms of dyslexia are present when they are around 5 to 6 years of age.
Dyslexia occur more frequently in males	Controversial. Dyslexia has been thought to affect more males than females. However, it is more likely that males are more frequently diagnosed and overrepresented due to variances in male reading performance. ^[4,5]
Dyslexics are unable to succeed	False! There are a multitude of successful dyslexic individuals such as Leonardo da Vinci, Albert Einstein and Steven Spielberg. Apart from these prominent individuals, a large proportion of dyslexic individuals are able to integrate and flourish in normal society. In fact, dyslexia doesn’t necessarily define a person.

Want to learn more about how you can navigate dyslexia?

Click the links below to gain a further understanding and perspective on the different aspects of dealing with dyslexia.

Learning more about how to work with Dyslexia

As parents

As teachers

References

[1] Habib, M., & Giraud, K. (2013). Chapter 23—Dyslexia. In O. Dulac, M. Lassonde, & H. B. Sarnat (Eds.), Handbook of Clinical Neurology (Vol. 111, pp. 229–235). Elsevier. https://doi.org/10.1016/B978-0-444-52891-9.00023-3

[2] Schumacher, J., Hoffmann, P., Schmäl, C., Schulte‐Körne, G., & Nöthen, M. M. (2007). Genetics of dyslexia: The evolving landscape. Journal of Medical Genetics, 44(5), 289–297. https://doi.org/10.1136/jmg.2006.046516

[3] Barbiero, C., Montico, M., Lonciari, I., Monasta, L., Penge, R., Vio, C., Tressoldi, P. E., Carrozzi, M., Petris, A. D., Cagno, A. G. D., Crescenzi, F., Tinarelli, G., Leccese, A., Pinton, A., Belacchi, C., Tucci, R., Musinu, M., Tossali, M. L., Antonucci, A. M., … Group, of behalf of the E. (Epidemiology of D. in I. working. (2019). The lost children: The underdiagnosis of dyslexia in Italy. A cross-sectional national study. PLOS ONE, 14(1), e0210448. https://doi.org/10.1371/journal.pone.0210448

[4] Arnett, A. B., Pennington, B. F., Peterson, R. L., Willcutt, E. G., DeFries, J. C., & Olson, R. K. (2017). Explaining the Sex Difference in Dyslexia. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 58(6), 719–727. https://doi.org/10.1111/jcpp.12691

[5] Krafnick, A. J., & Evans, T. M. (2019). Neurobiological Sex Differences in Developmental Dyslexia. Frontiers in Psychology, 9. https://doi.org/10.3389/fpsyg.2018.02669