Content discussed in this post
What dyslexia is
Signs in children, adolescents, and adults
Assessment and diagnosis
Differential diagnosis and comorbidities
Evidence-based interventions
School and workplace accommodations
Helpful assistive technologies
How to support at home and protect self-esteem
Quick FAQ
Important notice (health disclaimer)
References and recommended reading
What dyslexia is
Dyslexia is a neurobiologically based specific learning disorder that primarily affects decoding, reading fluency, and spelling. Text comprehension may be relatively preserved when someone else reads aloud. It is not related to intelligence or motivation. The core difficulty usually lies in phonological awareness and mapping sounds to graphemes. The earlier the identification and intervention, the better the outcomes.
Signs in children, adolescents, and adults
Signs change with age, although some patterns are consistent.
Preschool and early years
Difficulty recognizing rhymes, segmenting syllables, and identifying initial sounds
Slow learning of letters and their sounds
Frequent letter errors when writing one’s name or simple words
Apparent lack of interest in reading due to early frustration
Early elementary
Slow, word-by-word reading with frequent guessing
Systematic errors in phonics rules and spelling
Difficulty copying from the board, common reversals of similar letters
Emotional distress on days with oral reading
Adolescents
Functional reading that is slow and not very fluent
Strong oral vocabulary but difficulty producing coherent written texts with accurate spelling
Avoids subjects with heavy reading demands
Excessive fatigue during long exams
Adults
Avoids reading in public, rereads texts multiple times, prefers audiobooks
Persistent spelling errors despite good education
Well-developed compensatory strategies, but at a high cost of time and effort
Assessment and diagnosis
Diagnosis is clinical and educational, ideally including a neuropsychological evaluation that maps:
Phonological awareness and rapid automatized naming
Decoding and reading fluency
Spelling and writing
Reading comprehension
Executive functions and attention
The team considers school history, teacher reports, and direct observation. Vision and hearing exams help exclude sensory causes but do not diagnose dyslexia. Brain imaging is not required to confirm the disorder.
Differential diagnosis and comorbidities
Two situations often create confusion:
ADHD: may co-occur and affect study time, organization, and task persistence.
Language disorders and instructional gaps due to inadequate teaching: require a careful review of educational history.
Common comorbidities include anxiety, low self-esteem, and in some cases writing and math difficulties. Treating surrounding issues improves response to reading interventions.
Evidence-based interventions
The literature supports structured, explicit programs that teach the alphabetic system in a sequential, cumulative, multisensory way. Essential components:
Phonological awareness: rhyming, segmenting, blending, and manipulating phonemes
Explicit phonics: grapheme–phoneme correspondences, decoding regular and irregular syllables and words
Fluency: guided, repeated reading practice with feedback
Vocabulary and comprehension: direct teaching of words and comprehension strategies
Spelling: rules, morphological patterns, and systematic review
Approaches aligned with Structured Literacy principles, for example Orton-Gillingham-inspired programs, have a strong evidence base when delivered with fidelity. Intervention should be frequent and intensive. A practical benchmark is short, regular sessions with clear goals and progress monitoring. Earlier is better, but it is never too late to improve reading and writing.
School and workplace accommodations
Accommodations do not “make it too easy.” They level access to content for people who process written language differently. Examples:
Extended time on tests and assessments
Read-aloud of instructions or audio versions of exams when appropriate
Oral assessments when spelling is not the target skill
Spell-checkers and scribes or typing for long written tasks
Materials with readable fonts, increased spacing, and shorter paragraphs
Step-by-step instructions provided both in writing and verbally
At work, simple agreements such as realistic deadlines, accessible documents, and read-aloud tools reduce strain and increase productivity.
Helpful assistive technologies
Text-to-speech: reads web pages, PDFs, and emails aloud
Speech-to-text: dictation tools that transcribe spoken language for writing
Contextual dictionaries and word prediction
Audiobook platforms and reader-friendly fonts
Visual organizers and focus apps for study planning
Choose tools that match the person’s needs, age, and tasks. The goal is autonomy.
How to support at home and protect self-esteem
Daily shared reading on topics of genuine interest
Short, frequent practice instead of long, tiring sessions
Specific feedback on progress, not only corrections
Value strengths: visual reasoning, creativity, oral expression, problem-solving
Care for mental health: anxiety and social withdrawal can follow repeated school failure
Close collaboration with the school and clear communication about the intervention plan
Quick FAQ
Is dyslexia curable?
We do not speak of a cure. We focus on effective intervention. With structured teaching and appropriate support, reading improves greatly and people can thrive academically and professionally.
Do letter reversals mean dyslexia?
Isolated reversals are common early in literacy. Diagnosis considers the full pattern of signs and performance on standardized tests.
Can it appear only in high school?
Dyslexia is present from early on. It may become obvious when reading demands increase. Adults can also be diagnosed.
Do special glasses or eye exercises fix it?
No. Dyslexia is not a vision problem. Intervention is linguistic and educational.
Can ADHD and dyslexia co-occur?
Yes. When they do, addressing attention and organization improves response to reading interventions.
Important notice (health disclaimer)
This content is educational and does not replace professional evaluation. If you suspect dyslexia, seek a specialized team for assessment and an individualized intervention plan.
References and recommended reading
DSM-5-TR. Specific learning disorders.
International Dyslexia Association (IDA). Structured Literacy and guides for families and educators.
Cochrane Reviews. Phonics and phonological awareness interventions in literacy.
National Reading Panel / What Works Clearinghouse. Evidence on reading instruction.
NICE. Identification and management of specific learning difficulties.
Snowling MJ, Hulme C. Interventions for reading and language difficulties.
Scarborough HS. The Reading Rope and the integration of skills for proficient reading.
