Doubly versed in dyslexia -- as the parent of a son who has the learning difference and as a certified Orton-Gillingham professional -- guest blogger Bonnie Magoon Haley shared with us her ideas on how and why dyslexia is misunderstood, and the shift that needs to occur in society.
For a learning difference that is so widespread, affecting an estimated 20% of people in the United States, it is astonishing that dyslexia is misunderstood by much of the general population.
The most common misconception about individuals with dyslexia is that they see letters backward. The truth is that dyslexia affects individuals differently and can manifest in a variety of characteristics. Many dyslexics do not see letters backward.
This misrepresentation, and many others, adds to the challenges faced by dyslexics when trying to conform to an educational system that is not designed for their learning style. By failing to understand the strengths that often develop with dyslexia—strong work ethic, creative problem solving, critical thinking—we perpetuate the assumption that people with dyslexia won’t be able to achieve the same level of success as their non-dyslexic peers. The reality is that many dyslexic students who have GPAs that aren’t stellar go on to accomplish just as much, if not more, than their non-dyslexic peers.
How is this possible for individuals whose academic performance is average, below average, or even to the point of failing? It is because dyslexic people find creative ways to work through their struggles. The challenges of a learning disability can be demoralizing, but most dyslexics persevere by working hard and learning as best as they can. Though dyslexia affects the ability to innately learn to read and spell, those with dyslexia do learn these skills when given the correct instruction. This is called remediation and is achieved through special education.
The challenge faced by families is proving their child is eligible for special education services. This is a time sensitive issue that, when held up at some point in the process, can cause the child to fall behind their peers before they even reach fourth grade. Even when a student reaches higher education, although they continue to work extremely hard, they are often perceived as not putting forth enough effort.
The truth is that most individuals with dyslexia try a great deal to fit into an educational system that is too frequently unwilling to be flexible, but when a teacher or professor does provide flexibility, it creates amazing results. It would be wonderful if all of society could offer the support and understanding needed by dyslexic students. Could it be that society sees individuals with dyslexia backward, rather than the other way around?
In her professional practice, Bonnie Magoon Haley teaches students who have dyslexia how to read, spell, and believe in their own potential.