By Stacey Masliansky, Director of Teaching and Learning

My first memory of learning to “read” was when I was four years old. I was a Snow White fan girl and would ask my parents to read me the Little Golden Book version of Snow White and the Seven Dwarfs every night. Then one day, I discovered that I knew the story by heart and “read” it to my mother. In truth, I was using the pictures and my memory of the words on the page, but the overwhelming feeling of pride that came with that experience propelled me to want to learn to read other books. After that, I vividly remember weekly trips to the nearby library to check out books from a phonics series, which introduced letters and their corresponding sounds. I don’t exactly remember when I began reading independently, but by second grade, I was hooked on The Babysitters Club Little Sister series and anxiously awaited each month’s Scholastic book catalog release.

While many share similar early reading experiences, the sad reality is that some children do not have these joyful moments. Instead, they experience frustration and confusion, leading to anxiety and avoidance of reading tasks. For approximately 40-45% of students, learning to read is not automatic. These students will struggle to acquire accurate, effortless reading skills without explicit phonics instruction. For about 10-15% of students, this difficulty is due to dyslexia, a condition that affects their ability to read, write, and spell—and too often, their needs go unmet in school.

Defining Dyslexia: More Than Reversing Letters

Dyslexia is a neurobiological condition that affects the brain’s ability to process language. As Sally Shaywitz, author of Overcoming Dyslexia, explains, dyslexia is rooted in a deficit in phonological processing—the ability to break words into sounds (phonemes) and associate those sounds with letters (graphemes). It is not a matter of reversing letters, as many believe, but a struggle to connect language sounds to written symbols.

Shaywitz further clarifies that dyslexia is not tied to intelligence or effort, but to brain differences in the regions responsible for reading. Children with dyslexia often have average or above-average intelligence yet still struggle in classrooms not equipped to address their specific needs. Early intervention, particularly with structured literacy programs, can make all the difference (Shaywitz, Overcoming Dyslexia, 2020).

Experiencing Dyslexia: What Does It Feel Like?

Imagine trying to read a sentence where you cannot make sense of the symbols in front of you, or trying to spell a word but forgetting the letter-sound correspondences you reviewed moments ago. Dyslexic students live with this challenge every day. Reading becomes a slow, frustrating process, making it hard to keep up with peers and causing anxiety around schoolwork and a negative outlook of school overall.

The ability to read encompasses every aspect of life.  Imagine going to a foreign country, not knowing the code to decipher their written language. The inability to read makes everyday life difficult and frustrating, leading to low-self esteem, depression, poor behavior, and sometimes dangerous life choices.  Dyslexia simulations can give educators an eye-opening experience, offering a glimpse into how students with dyslexia navigate the written word. These exercises promote empathy and help teachers understand the cognitive load dyslexic students endure.

Why Dyslexia Awareness Matters

Dyslexia affects one in five children, yet many remain undiagnosed or misunderstood. Without early identification and support, dyslexic students face long-term academic struggles and emotional challenges. As Dr. Nadine Gaab’s research highlights, dyslexia is neurobiological and can often be identified before formal reading instruction begins. Early screening is essential because intervention during the critical early years can dramatically improve reading outcomes and prevent the negative consequences of delayed support, including increased anxiety and comorbid conditions like ADHD​      (AAP Publications)​(Gaab Lab).

Dr. Sally Shaywitz also emphasizes that the longer a reading problem persists, the harder it is to overcome. This delay not only affects academic performance but also erodes a child’s confidence and emotional well-being (Overcoming Dyslexia, 2003). By spreading awareness and advocating for early intervention, we can ensure that every student with dyslexia receives the structured literacy instruction they need to succeed.

Call to Action

Dyslexia is not something we can ignore. As educators, we must act with urgency. Share what you know about dyslexia with your colleagues. Host a dyslexia simulation, start a conversation, or advocate for evidence-based practices at your school. The stakes are too high for inaction.

Sign up for the Slant System™ Academy today to gain the skills necessary to support struggling readers. Join us in creating an educational environment where every child has the opportunity to succeed. Time is critical—the earlier we act, the better we can change the future for dyslexic students.