Chapter 2
Unraveling Misinformation about Dyslexia

Now that you know how to recognize the signs of dyslexia, you'll hear about John, Michael and Mary's son. As you read John's story, you'll learn about common myths and misconceptions surrounding dyslexia and what the truth about dyslexia really is.

John's Story

Michael and Mary loved watching their son, John, learn and grow! They loved reading to him, teaching him, and encouraging early learning while they played with their toddler. When John's kindergarten teacher told them that he was having trouble remembering the letters of the alphabet and their sounds, they were surprised because they had worked so much with him at home. Michael immediately felt his heart sink as he contemplated the agonizing academic experience that his son might have to go through if it was anything like his own experience.

Mary recognized this difficulty as being a possible early warning sign of dyslexia. Her mother and brother had dyslexia, and she was familiar with the condition and what was needed if John did have it. She took a minute to think about any other possible early warning signs. John was a late talker and did have a hard time grasping the concept of rhyming. She also thought of his difficulty remembering the names of the different shapes. All of that, coupled with the family history of reading challenges, were enough warning signs for her. She immediately talked to John about the possibility that John might have dyslexia.

Michael immediately discounted the possibility, thinking that dyslexia was a made‐up, or catchall, term for kids who didn't read well. He didn't believe in dyslexia. But Mary told him about her dad and brother, how they were both screened and determined to have dyslexia, and the difference that made in their schooling.

Michael knew firsthand what a terrible schooling experience was like, so he listened, just in case there was some truth to it. He did not want John to have the same experience he had!

Together Michael and Mary looked up dyslexia on the internet and found some reputable sites. They learned that dyslexia is genetic and is neurobiological in origin. They also learned that dyslexia impacts the way a person processes language, which accounts for their struggles with reading, spelling, processing auditory input, and speaking.

Michael's heart skipped a beat. Could this be what he had? Did he have dyslexia this whole time and not know it?

Michael's thoughts began swirling. Was dyslexia real? And did he have it? He knew he could read much better now than when he was young, so was it just something you have when you're little and then grow out of it? Or do adults have dyslexia too? The first person he went to talk about this was his mother.

When Michael's mother, Anna, answered the call, Michael began by telling her the early signs of dyslexia that Mary had seen in John. He then asked her if she knew anything about dyslexia or if she ever considered that he might have had it.

At first Anna was distressed to hear that John was having some of the same struggles that Michael had at that age. But then she pondered the question he asked. Had she ever considered that Michael might have had dyslexia? She hadn't. And she told him so. “I never really heard much about dyslexia. None of your teachers mentioned it, so it never really crossed my mind,” she said. “What is it exactly? Isn't that when people see things backward?” Michael answered that he didn't know a lot about it yet, but he was on a mission to learn more.

Looking for More Information in All the Wrong Places

Michael spent weeks researching and searching for more information. He began by asking friends and family if they knew anyone with dyslexia. What he discovered shocked him. Almost everyone they knew knew someone who had dyslexia! He had no idea it was so common. He thought dyslexia was a rare condition.

The more Michael dug for information, the more he became confused about what was true and what was not. He had heard from one friend that dyslexia was only found in boys, but then how could Mary's mother have it? He heard from an uncle that if you are truly dyslexic, then you can't read at all. His neighbor told him it is a vision problem and can be fixed with vision therapy. He learned from a co‐worker that dyslexia is caused by a lack of phonics instruction when kids are young. Another friend told Michael not to worry, that people with dyslexia just need to try harder, that sometimes it's a result of laziness which can be “trained out of them” with a proper work ethic. That piece of information really hit hard for Michael because he knew he tried harder in school than most kids he knew. Michael was getting so much information and misinformation that his head was swimming. He had no idea what was fact and what was fiction.

Mary and her family were extremely helpful because they had been through this whole journey before. Mary's mother, Elizabeth, had struggled in school, but wasn't diagnosed with dyslexia until she was a young adult. So when Mary's brother, Luke, began showing signs of dyslexia, Elizabeth recognized the signs and knew what to do. Because of that insight, Luke did not have to endure the agony of feeling less intelligent or less capable than his peers. He was taught using instructional methods that work for dyslexic students early on and did just fine in school.

Mary and Elizabeth calmly explained to Michael what was true and what was not. Dyslexia is not exclusive to boys. Most dyslexics can read to a point. And because it is primarily a phonological processing problem, it cannot be “fixed” with vision therapy and is not caused by a lack of phonics instruction or exposure to print. They also helped Michael understand the important fact that dyslexia is not a result of laziness or a weak work ethic. In fact, most dyslexics work much harder than their peers because they have no choice if they want to succeed! They reminded Michael that dyslexic students put in hours and hours of extra time and work at home, well beyond what other kids in their class are doing, just to keep their grades above failing. They emphasized that most dyslexic students—are—not—lazy! Michael needed to hear all of that. It validated what he knew deep down to be true. However, he still didn't understand why all that extra effort didn't pay off for him.

Michael was beginning to hope that he did have dyslexia so there would be an answer to his lifetime of struggles, and so he could help his son to avoid them.

Michael was beginning to nurture hope, for his son, and for himself. He talked with Mary and Elizabeth about some thoughts he had kept buried in his heart his whole life. He told them, “All my life, I have always wondered why I was not as smart as everyone else around me. Why couldn't I read as well as my friends, and why I have to ask you how to spell words that others don't have any problem spelling. To me, it seemed like the only answer was that I was just not as smart as everyone else. If it turns out that I have dyslexia, does that mean I am just as smart as other people, but that it's the dyslexia that makes these things more difficult for me?” The hope in him swelled with the thought of it.

Michael excitedly wondered, “Is it dyslexia?”

If so, his whole world, and that of John, was about to change.

Elizabeth and Mary both gave a resounding “Yes! You are just as intelligent, or more so, than anyone else! Dyslexia just makes it difficult to learn the same way that others do. You are just as capable of reading and writing as anyone else, if you are taught in a way that makes sense to a beautifully dyslexic brain!”

Could this be? Is this possible? The ramifications of this information were overwhelming. Could it be that he was not stupid after all? He was simply dyslexic? And was there hope for his son?

Getting Answers

Mary knew exactly what to do. She arranged for both John and Michael to be screened for dyslexia. Michael was not concerned that he could have dyslexia. He was more concerned that he might not have it! He was hoping, almost more than anything, that his diagnosis would show that he did, in fact, have dyslexia. He wanted to know the reasons why he had struggled for so many years! He wanted to learn in a way that made sense! Most of all, he hoped the screening would verify the likelihood of dyslexia in John. He was just six years old, and if they could step in and teach him now, when he was young, then he would not have to struggle the way he did!

Michael thought of all those tears that John would not have to cry! He imagined all those pants he would not feel desperate enough to wet. He envisioned classrooms that he would not desperately try to be taken out of. Michael and Mary both prayed that these screening results would be a blessing to them and to future generations after them. They wanted desperately to know—is it dyslexia?

Michael and John's dyslexia screenings began with a comprehensive questionnaire. This gave the screener a good understanding of their educational, personal, and genetic history.

Each screening consisted of several tasks that measured their phonemic awareness skills, spelling knowledge, memorization skills, and of course, their reading ability. The tests for John and Michael were similar, but were adapted to their age and level of...