Reading is often taken for granted, and many don’t understand the embarrassment experienced by those who struggle.
Low self-esteem and avoidance are just two problems that arise. But a better understanding of the facts means many of the myths need to be dispelled in order to help people with this condition thrive.
Myth #1: A Reading Disability And Dyslexia Are The Same Thing
Dyslexia is in the DSM-5 and, by definition, is a learning disability in reading, but Dyslexia is a Specific Learning Disorder in Reading. It’s essential to understand the terminology used by the school system.
“Dyslexia” or “Learning disorder in reading” should be used separately as they are two distinct things. When it comes to a private learning disorder evaluation, both Specific Learning Disorder and Dyslexia should be listed under the same diagnosis.
Myth #2: Dyslexia is Something You Either Have, Or You Don’t
Like most traits and characteristics, reading ability is not an either/or situation but rather lies within a range. Where the reader is along the range will indicate whether there is a disability and the severity, but states’ and service providers’ special education rules differ.
Different states have different definitions to diagnose, while clinicians have varying levels of knowledge regarding assessing reading disabilities. Diagnoses can vary between service providers, and a child may qualify in one state and not another.
Understanding the definitions for special education in your particular state and researching programs the school uses to support children before enrolling a child is key. Ask the provider about the types of testing they do.
Three to four short academic tasks are unlikely to provide meaningful analysis, especially for younger children, as children could get a few items right and seem to be at grade level yet still experience significant difficulties in the classroom.
A comprehensive assessment generally analyses overall reading ability and reading elements to identify and pinpoint the areas of concern. A document provides direction on the type of instruction that will support the reader in delivering effective, targeted intervention.
Myth #3: Children Grow Out Of Dyslexia.
While reading skills do improve as children learn and practice, the difficulties arising from dyslexia are chronic and persistent. As children with dyslexia fall significantly behind their peers in early elementary school, many never catch up, leaving a gap between them and typical readers.
Children with dyslexia can learn the specific deficits that make reading difficult for them. It’s important to understand the methods the special needs school is using and how these methods impact your child’s particular pattern of strengths and weaknesses.
Helping children to hone these skills as early as possible will give them the tools to grow as readers at the level of their peers.
Myth #4: Dyslexia is more common in boys
Because of the way boys and girls are socialized, and each gender’s inherent traits, boys are often identified with mental health conditions more often than girls, and this is the same with dyslexia.
But it has nothing to do with reading. While girls tend to hide their difficulties as they are quieter and more compliant, boys are more likely to act out or act in ways that get the parent or teacher’s attention.
Research indicates that learning disabilities in reading develop in the same way and at the same rate across both genders, but girls are identified with learning disabilities to a lesser degree and at a later age than boys.
The result is that learning disabilities in girls are under-identified and under-served. Parents of girls who are struggling to read would be well advised to consider dyslexia as a possibility.
There is a disconnect between research and what happens in schools and many practices, making it key for parents of children diagnosed with Dyslexia and other learning disorders to stay up to date with research and current practices.
