There are many myths and misconceptions about dyslexia that need to be dispelled.

Dyslexia is one of the most frequent kinds of learning difficulties that can be seen in children in their early years of development. Ten per cent of the population has been diagnosed with dyslexia, according to data from the Australian Federation of Disability Organisations (AFDO). There is a good chance that every instructor has experienced at least one student with dyslexia. They will also be in charge of identifying at-risk students and providing them with extra assistance, such as the Orton Gillingham technique. Educators and teachers may use it to help students overcome their literacy challenges and improve their emotional and overall well-being.

Disbelief and misinformation regarding dyslexia and other learning disabilities remain after years of study. Some of these myths have the reality shown on this page.

A child with dyslexia sees words and letters in reverse order.

Dyslexia isn’t always clear-cut, and it isn’t always possible to read and write backwards. Young children frequently mix up letters and write them backwards. Children in the second grade may mix the letters d and b or write q instead of p. Some children with a learning disability can write backwards, while others are unable to do so. As a result, dyslexia is not a result of this. Parents should seek professional help before making snap judgments if reversal persists through the second grade.

After the first few years of school, the first indicators of reading difficulties or dyslexia can be spotted.

Longitudinal studies demonstrate that early symptoms of dyslexia in children are essential indicators of the disability. Problems with letter knowledge, oral comprehension, expressive vocabulary and quick automated naming, phonological awareness, and word repetition are significant reading indicators. As they progress through primary school, these children may not be able to read at the level of their peers. That’s why getting help as soon as possible is critical.

Dyslexic children lack intelligence and motivation.

The International Dyslexia Association has reported an average to above-average IQ for children with dyslexia. The problem is that they may be unable to read at their intelligence level. Many talented people have dyslexia, and many of them are pretty successful in their careers. According to research, children’s brains work five times as hard as those of adults. Consequently, they may become wary and disappointed, giving up on the chores altogether. It does not reflect their aptitude or willingness to participate in school activities.

Dyslexic children are unable to read at any age.

People with dyslexia, whether children or adults, may learn to read. On the other hand, the difficulty is in the time it takes to read a book. They will always be manual readers who put in much extra effort to complete the job. Most children with dyslexia and the associated difficulties may never fully recover. They can develop the cognitive processing abilities necessary to deal with their learning impairment using an Orton Gillingham approach to education and training. They can read, write, and spell again if they get early and constant support.

Even a tiny amount of effort can help lessen the difficulty of reading.

Youngsters with dyslexia must learn to read in a different method than other children. When compared to youngsters without dyslexia, their brains are found to work uniquely. Learning to read is a gradual process that may be improved by reading. In truth, persons with dyslexia require specialised education and practice to maintain long-term reading habits rather than just putting in more effort. Orton Gillingham-trained educators employ multimodal education to help youngsters learn in different ways.

Author name- Grace