Myth 1: Dyslexia is about seeing letters backwards.
Fact: Dyslexia is not a visual problem — it’s a difference in how the brain processes language and sounds. Letter reversals (like b/d) are common in early literacy for many children, not just those with dyslexia.

Myth 2: Dyslexia only affects reading.
Fact: Dyslexia can impact reading, spelling, writing, memory, and organisation. It often affects how information is processed, stored, and recalled — not just decoding words.

Myth 3: People with dyslexia are less intelligent.
Fact: Dyslexia occurs across all levels of intelligence. Many individuals with dyslexia are highly intelligent and creative — they simply learn differently.

Myth 4: Dyslexia can be outgrown.
Fact: Dyslexia is a lifelong difference, not something that is “cured.” However, with early identification and effective support, people can learn strategies to read, write, and learn successfully.

Myth 5: Dyslexia is caused by poor teaching.
Fact: Dyslexia is neurobiological — it’s not caused by lack of effort, motivation, or instruction. Quality teaching helps, but dyslexia is rooted in how the brain processes language.

Myth 6: You need a formal diagnosis to get help.
Fact: Especially in Scotland, support can (and should) begin as soon as concerns are identified. A formal identification can help understanding, but it isn’t a prerequisite for support.

Myth 7: Dyslexia is rare.
Fact: Dyslexia is one of the most common specific learning differences — affecting around 1 in 10 people to varying degrees.

Myth 8: Dyslexia affects boys more than girls.
Fact: Dyslexia occurs equally in boys and girls. Boys are sometimes identified more often because they may show more outward signs of frustration in school.

Myth 9: Technology gives dyslexic learners an unfair advantage.
Fact: Assistive technology (like text-to-speech or speech-to-text tools) levels the playing field, allowing dyslexic learners to demonstrate their knowledge without being held back by reading or writing barriers.

1. The Dyslexia Advantage – Brock L. Eide & Fernette F. Eide
   A highly regarded book that explains the unique strengths and thinking styles of people with dyslexia.

2. Overcoming Dyslexia (2nd Edition) – Sally Shaywitz, M.D.
   A clear, research-based guide to understanding dyslexia, with practical advice on identification and support.

3. The Illustrated Guide to Dyslexia and Its Amazing People – Kate Power & Kathy Iwanczak Forsyth
   A friendly, visual overview that celebrates dyslexic strengths and offers practical strategies for home and school.

4. Parenting a Dyslexic Child – Nicola Brunswick
   Offers insight into supporting emotional wellbeing, learning confidence, and effective advocacy for your child.

5. 
   

Dyslexia can be described as a continuum of difficulties in learning to read, write and/or spell, which persist despite the provision of appropriate learning opportunities. These difficulties often do not reflect an individual’s cognitive abilities and may not be typical of performance in other areas.

The impact of dyslexia as a barrier to learning varies in degree according to the learning, teaching and working environment, as there are often associated difficulties such as:

• auditory and/or visual processing of language-based information

• phonological processing – awareness, processing speed and or memory  

• oral language skills and reading fluency

• short-term and working memory

• sequencing and directionality

• number skills

• organisational ability

Motor skills and co-ordination may also be affected.

Dyslexia exists in all cultures and across the range of abilities and socio-economic backgrounds.

It is hereditary, life-long and neurodevelopmental and it can impact on wellbeing. Unidentified, dyslexia is likely to result in low self-esteem, high stress, atypical behaviour, and low achievement.

Learners with dyslexia will benefit from early identification, inclusive ethos, approaches and environments, appropriate intervention and support.

Dyslexic brains work differently to non-dyslexic brains. It is a language-based learning difference.

Someone with dyslexia can have difficulties with:

• Working memory: recalling sequences or sounds of words, instructions given orally or holding a string of information in their mind, for example keeping a PIN number in their mind long enough to type it.

• Processing speed: sometimes called ‘rapid naming’ – challenges in quickly naming familiar items or symbols, such as letters, numbers, colours or objects.

• Working memory and processing speed form the essential foundation for reading and spelling, which is why people with dyslexia struggle to learn these skills.

• Something called ‘phonological awareness’:

Phonological awareness is important because it helps people understand how words are made up of sounds – which is a key step in learning to read and spell. For example, someone with dyslexia can have difficulty:

• knowing that ‘cat’ has three sounds: c-a-t

• being able to say what word you get if you take the ‘s’ off off ‘stop’ (you get ‘top’)

• rhyming words like ’cow’ and ‘now’

• understanding the difference between similar sounding words, like ‘have’ and ‘half’

• blending sounds together to make words.

Dyslexia is life-long, rather than temporary, is largely genetic (runs in families), and commonly co-occurs with other neurodivergences, for example ADHD, dyscalculia or Developmental Language Disorder (DLD).

Visual stress is not an indicator of dyslexia, but does commonly co-occur.

If your child has visual stress symptoms, using colour overlays can help.

Contact us Monday-Thursday 10.00-4.30, Friday 10.00-4.00 on 0344 800 8484 or helpline@dyslexiascotland.org.uk

The Eides describe four main areas of advantage, known as the “MIND” strengths:

1. M – Material Reasoning
   Strong ability to think in 3D, visualise, and manipulate objects mentally. This supports skills in design, engineering, construction, and the visual arts.

2. I – Interconnected Reasoning
   Exceptional capacity to see patterns and make connections between seemingly unrelated ideas. This aids innovative thinking and insight across disciplines.

3. N – Narrative Reasoning
   Strength in remembering information as stories or experiences rather than isolated facts. This supports communication, empathy, and storytelling.

4. D – Dynamic Reasoning
   Ability to imagine how things change over time — understanding processes, predicting outcomes, and thinking strategically about the future.

In summary

Dyslexic thinkers often excel in:

• Big-picture and strategic thinking

• Creativity and innovation

• Empathy and social insight

• Visual-spatial reasoning and hands-on problem solving

These strengths mean that, when supported appropriately, dyslexic learners can thrive in fields such as design, entrepreneurship, science, technology, and the arts — contributing unique perspectives and inventive solutions.

Dyslexic brains work differently to non-dyslexic brains. It is a language-based learning difference.
Someone with dyslexia can have difficulties with:

• Working memory: recalling sequences or sounds of words, instructions given orally or holding a string of information in their mind, for example keeping a PIN number in their mind long enough to type it.

• Processing speed: sometimes called ‘rapid naming’ – challenges in quickly naming familiar items or symbols, such as letters, numbers, colours or objects.

• Working memory and processing speed form the essential foundation for reading and spelling, which is why people with dyslexia struggle to learn these skills.

• Something called ‘phonological awareness’:

Phonological awareness is important because it helps people understand how words are made up of sounds – which is a key step in learning to read and spell. For example, someone with dyslexia can have difficulty:

• knowing that ‘cat’ has three sounds: c-a-t

• being able to say what word you get if you take the ‘s’ off off ‘stop’ (you get ‘top’)

• rhyming words like ’cow’ and ‘now’

• understanding the difference between similar sounding words, like ‘have’ and ‘half’

• blending sounds together to make words.

Dyslexia is life-long, rather than temporary, is largely genetic (runs in families), and commonly co-occurs with other neurodivergences, for example ADHD, dyscalculia or Developmental Language Disorder (DLD).

Dyscalculia can be described as a specific difficulty in understanding number and number processes which persists despite the provision of appropriate learning opportunities.

It is distinguishable from other challenges associated with numeracy and mathematics due to the: 

- Persistent inability to understand and or retrieve numerical facts from memory 

- Use of underdeveloped procedures and processes  Severity of difficulties with number sense.

Associated difficulties can include: 

- Subitising - immediately recognising quantity without counting 

- Estimating 

- Ordering, sequencing and directionality 

- Recognising and understanding number symbols 

- How numbers and amounts relate to each other in their representation 

- Learning and recalling basic maths facts and processes  - Applying number skills to solve problems 

- Everyday tasks involving number e.g. money, time 

- Short-term and working memory.

These difficulties often do not reflect an individual's cognitive abilities. They may not be typical of performance in other areas and cannot be attributed to other factors, for example gaps in learning, developmental, genetic and neurodevelopmental differences which include autism, dyslexia and attention difficulties.

The impact of dyscalculia as a barrier to learning varies according to the learning and teaching environment. Dyscalculia exists in all cultures and across the range of abilities and socio-economic backgrounds. Learners with dyscalculia can continue to make progress in mathematics but may do so at a different pace. Dyscalculia is likely to be a genetic, life-long, neurodevelopmental difference.