As I sat at the kitchen table, going through flashcards with my son for what felt like the hundredth time, worry washed over me. We'd read countless books, reviewed endless flashcards, and tried every phonics-based reading program we could find, yet none of it seemed enough to support him as he struggled to learn how to read. Exhausted and overwhelmed, I confessed, "I feel like I'm failing you." His tear-filled response, "I feel like I'm failing you," shattered my heart. In that moment, I knew something had to change. 

My son, like so many others, has dyslexia. This incredibly common condition impacts about 20% of the population and accounts for nearly 80-90% of all learning disabilities. Statistically speaking, in a classroom of 25 students, it's likely that around 5 of them will be dyslexic. Yet, despite its prevalence, dyslexia is often misunderstood in educational environments, and also among the general public. 

As a mom to two dyslexic kids and an advocate, there are key points I need people to understand about dyslexia. 

• Dyslexia has nothing to do with intelligence. It affects phonological processing—the ability to connect sounds to letters—not cognitive ability. People with dyslexia are just as capable as their peers. 

• Strengths matter. Many dyslexics excel in creative thinking and problem-solving. In fact, 35% of company founders identify as dyslexic! Dyslexia often brings strengths such as visuospatial skills, curiosity, ability to grasp complex concepts quickly, a large vocabulary, and outside-the-box thinking. This condition is common among many successful individuals, including Richard Branson, Agatha Christie, Charles Schwab, Steven Spielberg, Jennifer Aniston, Jamie Oliver, and Shark Tank investors like Barbara Corcoran, Daymond John, and Kevin O’Leary. Dyslexics can thrive in almost any field because their ability to think differently often sets them apart in their work. 

• It’s a lifelong condition. People with dyslexia can learn how to read and spell, but that doesn’t mean they have outgrown their dyslexia. It’s a lifelong neurological condition. Dyslexic adults may still report issues with working memory, problems spelling when tired or overwhelmed, they may experience fatigue while reading, they may feel low self-esteem or other emotional feelings of inadequacy, they may still mispronounce words, they can have difficulty with math word problems, poor handwriting, they may struggle reading maps, and more. 

• Courage and hard work. It is nearly impossible to overstate how hard dyslexic students work on language tasks. In a school setting, language tasks are in every subject area. Dyslexic children are not lazy or unmotivated, and they certainly aren’t trying to “be difficult.” These students show incredible resilience by confronting reading challenges day after day. Research shows that they use nearly five times more brain area for language tasks compared to their non-dyslexic peers. Instead of walking through school, they’re climbing mountains—every single day. Despite this immense amount of work, often dyslexic students’ outcomes will not reflect their true intelligence or the effort they spent on those tasks. 

• It affects how students feel about themselves. Reading is one of the first tasks students are asked to do in school, which makes it an early and essential part of learning. For all students, the act of learning can create a sense of vulnerability. However, this feeling is amplified for dyslexic children who face additional challenges in an environment where reading comes easily to their peers. When they struggle with tasks that others find almost effortless, it can intensify their sense of inadequacy. This may lead them to erroneously believe they aren’t as smart as their peers. Dyslexic students and adults often experience anxiety, shame, and frustration—not just with reading, writing, and spelling—but also because their struggles are often misunderstood by others.  

• Parents need support. Many parents want to help but don’t know what to do. They may realize that reading aloud and going through flashcards, alone, will not help their dyslexic child learn to read, but they aren’t trained in the instruction their child needs. Desperate for solutions, some parents turn to a piecemeal approach, but this can cause more harm than good. Dyslexic students need structured literacy from trained teachers and, if necessary, tutors. 

• Genetic factors: Dyslexia tends to run in families. Many adults may not realize they have dyslexia until they see similar struggles in their children. This makes navigating the education system even harder, especially if the parent’s own school experience was difficult. Their lack of trust in the system can complicate their advocacy efforts. 

• Early identification and teacher training are key. Dyslexia can and should be identified early (well before third grade). Early intervention with structured literacy instruction helps close reading gaps and spares children from many of the emotional challenges that come with falling behind.  
   

The Takeaway: Next Steps for Change 

To better support dyslexic children, we must take clear next steps: 

• Empower Parents: Many parents don’t know what to look for in identifying dyslexia. I recommend visiting The Yale Center for Dyslexia & Creativity’s “Signs of Dyslexia” and trusting your instincts. If you are concerned, start talking to professionals who can provide answers. 

• Raise Awareness: Spread understanding of dyslexia in schools, libraries, and organizations. Since dyslexia accounts for 80-90% of learning disabilities, school administrators must be knowledgeable about this condition. 

• Normalize Conversations: Open discussions about dyslexia in schools can create a culture of understanding and advocacy, benefiting students, teachers, and parents alike. 

• Equip Educators: Teachers should receive training in dyslexia and structured literacy, starting in their preparation programs and continuing through professional development.  

• Create Inclusive Schools: Schools should celebrate talents beyond academics, creating an environment where every student feels valued for their unique strengths. 

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Meghan Volk, MA, is a Certified Academic Language Practitioner (CALP) and mother of two dyslexic children. Their diagnoses sparked her commitment to support struggling readers. With nearly two decades of experience working with youth in mental health, foster care, K-12, and higher education, Meghan now provides specialized reading support through her Orton-Gillingham-based practice, Dyslexia Tutoring Center. Learn more at www.readinghelpnow.com or follow her on Instagram @dyslexiatutoringcenter.