Dyslexia Unpacking the Myths vs Facts

Neurodiversity consists of many possible learning and thinking differences such as anxiety, ADHD, dyspraxia, and even autism. However, another major aspect of neurodiversity that has an impact on children’s lives is that of dyslexia, which may affect a person throughout his/her life. At the Bridge Assisted Learning School we follow a Neurodiverse approach and our teachers work with students to teach them strategies to bridge these barriers. 

Dyslexia is a specific learning variance that is neurobiological in origin. It is characterised by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. Some of the characterising features are as follows:

• Difficulties with phonological processing;
• Difficulties with rapid naming;
• Difficulties with working memory;
• Difficulties with processing speed.

There are many misconceptions regarding dyslexia, here are some of the most common:

Myth: Intelligent people cannot be dyslexic or have a learning disability.

Fact: Dyslexia and intelligence are NOT connected. Many dyslexic individuals are very bright and creative and have accomplished incredible things as adults.

Myth: Dyslexia is rare.

Fact: Research has shown that dyslexia may affect from 10 to 17 % of the population. Some people may have more mild forms, while others may experience it more severely. Dyslexia is one of the most common causes of reading difficulties in primary school children. 

Myth: Dyslexia can be outgrown.

Fact: Dyslexia is a lifelong barrier and will continue into adulthood. Although many dyslexics learn to read accurately, they may continue to read deliberately and not intuitively.

Fact: Suitably trained and qualified people are able to identify the precursors to developing dyslexia from a pre-school level. Difficulty with phonics and word pronunciation is a good warning sign of dyslexia. It is possible to make a more definite diagnosis as soon as the child begins to struggle with learning to read, spell, and write. The sooner a diagnosis is made, the quicker the child can get help. 

Myth: Dyslexia is not genetically based. 

Fact: It is a genetically based, neurological difficulty with phoneme awareness and processing skills (the ability to perceive and manipulate speech sounds). A combination of a family history of dyslexia and symptoms of difficulties in spoken language can help identify a vulnerable child even before he/she begins formal schooling.  

Myth: Any child who reverses letters or numbers has dyslexia.

Fact: Up to a certain point, it is considered normal for children to reverse their letters and numbers and is actually quite common. However, if this does not stop after two years of handwriting instruction, it becomes a red flag for dyslexia.

Myth: Children with dyslexia are just lazy. They should try harder.

Fact: Lack of awareness about the disorder among educators and parents has often resulted in the child being branded as "lazy”. What regularly happens is that children with these issues would rather not attempt a task than fail. 

Think of Albert Einstein. He was considered someone who would probably not succeed in life. He had speech challenges, difficulties adjusting to a rigid way of teaching and even dropped out of school. His teachers misjudged his potential by claiming to the world that he would fail. However, he stayed passionately curious. That was the drive that made him one of the most influential scientists of all time. Therefore, nurture your child’s talents, help them to develop interests, acquire tools for learning and stay motivated. Dyslexia is not new, but our understanding and support will make a huge difference!

To learn more about neurodiversity, please click here .

To learn more about how the Bridge School takes a Neurodiversity approach, please click here .

To enquire about the Bridge Assisted Learning School, please click here .

ABOUT DR GREG PIENAAR 

Dr Pienaar holds a doctorate in Psychology. His work has focused mainly on the school-going child over the years, in terms of therapy or play therapy in private practice. He continues to make a significant contribution to the field of assisted and special needs learning through his articles in Educational and Psychological Journals and papers at International Conferences.

ABOUT ADvTECH 

The ADvTECH Group, a JSE-listed company, is Africa’s largest private education provider and a continental leader in quality education, training, skills development and placement services. The Group reports its performance in a segmental structure reflecting the Schools and Tertiary as two separate education divisions, and Resourcing as the third division. ADvTECH’s Schools division comprises 10 brands with more than 100 schools across South Africa, including Gaborone International School in Botswana and Crawford International in Nairobi, Kenya. It owns 9 tertiary brands, across 30 campuses across South Africa and the rest of Africa, and its higher education division, The Independent Institute of Education, is SA’s largest and most accredited private higher education provider. ADvTECH’s 9 resourcing brands places thousands of candidates annually, assisting graduates to make the transition from the world of study to the world of work.

ABOUT THE BRIDGE SCHOOL  

The Bridge caters for students with average to above average abilities. The school follows a Neurodiverse approach, ensuring that all students are included, catered for and receive the additional support they need. With our increased knowledge around educational development, we see that more people are affected by Neurodevelopmental conditions than ever before. Neurodiversity follows the view that brain differences are normal, rather than deficiencies. When following a Neurodiverse approach, students with learning and thinking differences benefit greatly.